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Journal articles on the topic 'English language in Zambia'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

John Barton, Stuart. "Sino-substitution: Chinese foreign direct investment in Zambia." Journal of Chinese Economic and Foreign Trade Studies 7, no. 2 (May 27, 2014): 90–109. http://dx.doi.org/10.1108/jcefts-08-2013-0025.

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Purpose – This paper aims to establish the level (if any) of Chinese State influence on setting the terms of Foreign Direct Investment in Zambia, specifically their influence on improving access for Chinese investors through the establishment of Special Economic Zones. Design/methodology/approach – The paper presents a process trace to test primary archival data and elite interviews against growing academic and popular “China in Africa” literature. Findings – After examining primary data, existing academic and popular literature is found to poorly describe China’s economic influence in Zambia, primarily by largely speculating on non-evident coercive investment practices. Instead, the paper concludes that similarities between new Chinese investment and retreating Western sources in Africa can better be described as “Sino-Substitution”. Research limitations/implications – The primary research has focused on English language Zambian sources; access to further Chinese sources would improve the breadth of the study. Practical implications – The study has found the terms of new Chinese investment in Zambia to be far more calculated, consensual and symbiotic than described in the existing literature. This more balanced view of Chinese investment is important if other foreign investors are to retain or regain competitive advantage in the region. Originality/value – No existing research has traced empirically the process through which the Zambian Government developed Special Economic Zones into the country’s largest investment vehicle, or how Chinese investment came to dominant capital flows within them. As investment in these zones grows, a better understanding of the Zambia–China relationship should help other investors compete, and improve Zambia’s access to capital.

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2

Mpepo, Musonda. "Teaching communicative skills in English in Zambia." Language Learning Journal 4, no. 1 (September 1991): 75–78. http://dx.doi.org/10.1080/09571739185200571.

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3

Kalinde, Bibian, and Dorette Vermeulen. "Fostering children’s music in the mother tongue in early childhood education: A case study in Zambia." South African Journal of Childhood Education 6, no. 1 (December 3, 2016): 9. http://dx.doi.org/10.4102/sajce.v6i1.493.

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The influence that the use of a familiar language has on learning has long been explored with suggestions that a child’s mother tongue is the most suited initial language of instruction in school. In Zambia, however, this is not the case as the majority of people think that young children should learn to speak in English as soon as possible because this is the language of education. As a result, songs in English dominate the singing repertoire in pre-schools even when children have not mastered sufficient English vocabulary. Singing songs in English, just as teaching children in a language they do not understand, has been shown to hamper learning. The theoretical lens of indigenous African education underpins the study in order to investigate how music in the mother tongue in a cultural context can foster educational aims. Research participants included an expert in Zambian indigenous children’s songs who also acted as resource person and led 18 children aged between 5 and 6 years in sessions of music in their mother tongue. The findings of the study revealed that educational implications of children’s participation in music in the mother tongue can be found in the way in which they are organised, the activities they involve and in the music elements that characterise them.

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4

Hassan, Waïl S. "Oyono in Arabic." PMLA/Publications of the Modern Language Association of America 128, no. 1 (January 2013): 127–32. http://dx.doi.org/10.1632/pmla.2013.128.1.127.

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A rendition by nayif kharma of michael etherton's theatrical adaptation of john reed's english translation, the arabic version of Ferdinand Oyono's novel Une vie de boy is at three removes from the original French. Under the title Al-khādim (“The Servant”), the play appeared in 1982 in the series Min al-masrah al-'ālami (“From World Theater”), published by Kuwait's Ministry of Culture. Since to all effects and purposes Etherton's theatrical adaptation is Kharma's original, it is necessary to begin by describing how the Zambian-born British writer who taught drama at the University of Zambia in the 1960s adapted his source, Reed's Houseboy, before discussing how the play was later Arabized.

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5

Simwinga, John. "From Languages in Competition to Languages in Complementation: Accounting for Language-in-Education Policy Formulation and Implementation in Zambia 1964 - 2014." Journal of Law and Social Sciences 2, no. 1 (March 31, 2014): 1–20. http://dx.doi.org/10.53974/unza.jlss.2.1.436.

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This paper outlines the history of language-in-education policy in Zambia from 1964 to 2014. It examines some of the major factors which informed language-in-education policy formulation and implementation in the country in relation to four landmark phases: the 1966 proclamation of English as sole official language at national level and as language of classroom instruction from Grade One to the highest level of education; the 1977 education reforms recommendations; the 1996 language-in-education policy; and, finally, the 2014 declaration and implementation of the policy prescribing the use of familiar languages for instruction in initial literacy and numeracy from Grade One to Grade Four. The paper concludes that though English has remained the sole official language at national level over the years, there has been increasing recognition of the role of local languages as languages of classroom instruction. As a result, the early top-down and monolingual approach to language-in-education policy formulation and implementation, premised on the principle of languages in competition, has since given way to the bottom-up and multilingual approach, guided by the principle of languages in complementation. In order to consolidate the gains scored over the years, the paper argues for a comprehensive operationalisation of the current language-in-education policy through formulation of a comprehensive language development plan and the production of sociolinguistic surveys at both national and community level to aid teachers in determining which language or languages to use as media of classroom instruction in a given locality.

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6

Kashina, K. "The dilemma of standard English in Zambia: Pedagogical, educational and sociocultural considerations1." Language, Culture and Curriculum 7, no. 1 (January 1994): 17–28. http://dx.doi.org/10.1080/07908319409525163.

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7

Sitali-Mubanga, Georgina Nandila. "Some Effects of English Loanword Adaptation into SiLozi." International Journal of Education 10, no. 4 (November 12, 2018): 1. http://dx.doi.org/10.5296/ije.v10i4.13422.

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This study under linguistics, sought to examine the Morphophonological effects of the English loanword adaptation into SiLozi a lingua franca of the Western province of Zambia which is a media of instruction in grades one to three for systematisation. Like many African languages, SiLozi does not have the potential to give equivalents to words of English origin unless through borrowing. Schools being the pivot of development, there was an inconsistency in the same education system concerning the adaptation of English loanwords. The study was carried out in selected primary schools of Mongu district in Zambia. The data were collected with the use of voice recorders during on-going lessons for grades one to three in Creative and Technology Studies, Mathematics, Science, Social Studies and in SiLozi subjects in order to capture all English loanwords used in the SiLozi medium of instruction. The main results revealed that feature changing, deletion, insertion and metathesis phonological rules were applied on the English terms in order to nativise them.

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8

Banja, Madalitso K., and Innocent Mutale Mulenga. "Teacher Education at the University of Zambia and Teacher Quality with Specific Reference to English Language." Makerere Journal of Higher Education 10, no. 2 (August 6, 2019): 171. http://dx.doi.org/10.4314/majohe.v10i2.13.

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9

Stevenson, Andrew. "Arrival Stories: Using Participatory, Embodied, Sensory Ethnography to Explore the Making of an English City for Newly Arrived International Students." Journal of Contemporary Ethnography 46, no. 5 (December 18, 2015): 544–72. http://dx.doi.org/10.1177/0891241615619994.

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Places are more than mere locations indicated by coordinates on a map. They are sites invested with meaning that arises out of mobile, embodied, sensuous experience. The construction of place is explored here in the context of participatory, embodied, sensory ethnographic research. I curated a series of ethnographic engagements with international students who were newly arrived in the city of Manchester, England. A participatory, embodied, sensory ethnographic method was used to explore ways in which meaningful places are constructed through the body and senses. This article reports on walking interviews with Tala (from Zambia), Ann (from Romania), Al (from Tunisia), Abbie (from Spain), and her guide dog Tori (from the U.S.), to explore their corporeal and sensuous engagements with their new city, using a combination of transcribed interviews and other, less language-based products of our engagements (photography, artifacts, soundscapes).

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10

Psaki, Stephanie R., Erica Soler-Hampejsek, Jyotirmoy Saha, Barbara S. Mensch, and Sajeda Amin. "The Effects of Adolescent Childbearing on Literacy and Numeracy in Bangladesh, Malawi, and Zambia." Demography 56, no. 5 (September 9, 2019): 1899–929. http://dx.doi.org/10.1007/s13524-019-00816-z.

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Abstract Global investments in girls’ education have been motivated, in part, by an expectation that more-educated women will have smaller and healthier families. However, in many low- and middle-income countries, the timing of school dropout and first birth coincide, resulting in a rapid transition from the role of student to the role of mother for adolescent girls. Despite growing interest in the effects of pregnancy on levels of school dropout, researchers have largely overlooked the potential effect of adolescent childbearing on literacy and numeracy. We hypothesize that becoming a mother soon after leaving school may cause the deterioration of skills gained in school. Using longitudinal data from Bangladesh, Malawi, and Zambia, we test our hypothesis by estimating fixed-effects linear regression models to address the endogeneity in the relationship between childbearing and academic skills. To our knowledge, this is the first study to examine the effects of adolescent childbearing on academic skills in low- and middle-income countries. Our results indicate that among those with low levels of grade attainment, first birth has a negative effect on English literacy and numeracy. Among those with higher levels of grade attainment, we find little evidence of effects of childbearing on academic skills. Childbearing also has little effect on local language literacy. Beyond the immediate loss of English literacy and numeracy, if these skills lead to better health and more economic productivity, then adolescent childbearing may have longer-term repercussions than previously understood. In addition to ongoing efforts to increase educational attainment and school quality in low- and middle-income countries, investments are needed to strengthen the academic skills of adolescent mothers to secure the demographic and economic promise of expanded education for girls and women.

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11

Mkwesha, Faith. "INTERVIEW WITH PETINA GAPPAH." Imbizo 7, no. 2 (May 26, 2017): 92–98. http://dx.doi.org/10.25159/2078-9785/1857.

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This interview was conducted on 16 May 2009 at Le Quartier Francais in Franschhoek, Cape Town, South Africa. Petina Gappah is the third generation of Zimbabwean writers writing from the diaspora. She was born in 1971 in Zambia, and grew up in Zimbabwe during the transitional moment from colonial Rhodesia to independence. She has law degrees from the University of Zimbabwe, the University of Cambridge, and the University of Graz. She writes in English and also draws on Shona, her first language. She has published a short story collection An Elegy for Easterly (2009), first novel The Book of Memory (2015), and another collection of short stories, Rotten Row (2016).Â Gappahâ€™s collection of short stories An Elegy for Easterly (2009) was awarded The Guardian First Book Award in 2009, and was shortlisted for the Frank Oâ€™Connor International Short Story Award, the richest prize for the short story form. Gappah was working on her novel The Book of Memory at the time of this interview.

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12

Banda, Felix. "Analysing social identity in casual Zambian/English conversation: a systemic functional linguistic approach." Southern African Linguistics and Applied Language Studies 23, no. 3 (August 2005): 217–31. http://dx.doi.org/10.2989/16073610509486386.

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13

DAVIS, LINDA KAY. "Teaching and Learning of English in Secondary Schools: A Zambian Case Study in Improving Quality by CHANDA, CASMIR." Modern Language Journal 94, no. 2 (June 2010): 357–58. http://dx.doi.org/10.1111/j.1540-4781.2010.01039.x.

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14

Jorge Gonçalves, Gregório. "Exploring Factors Which Affect Quality of the English Language Teacher Training Programme for Primary Schools in Zambézia." English Language, Literature & Culture 4, no. 3 (2019): 70. http://dx.doi.org/10.11648/j.ellc.20190403.12.

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15

Banda, Felix. "A lexical‐semantic and syntactic‐grammatical analysis of Zambian English: Towards a ‘meaning‐to‐grammar hypothesis’ of classroom second language instruction." Journal of Multilingual and Multicultural Development 13, no. 4 (January 1992): 341–57. http://dx.doi.org/10.1080/01434632.1992.9994501.

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16

Tripathi, P. D. "English in Zambia." English Today 6, no. 3 (July 1990): 34–38. http://dx.doi.org/10.1017/s0266078400004910.

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17

HOGG, R. M., and R. COATES. "English Language." Year's Work in English Studies 63, no. 1 (January 1, 1985): 24–43. http://dx.doi.org/10.1093/ywes/63.1.24.

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18

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 64, no. 1 (January 1, 1986): 31–73. http://dx.doi.org/10.1093/ywes/64.1.31.

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19

COATES, R., D. DENISON, V. SALMON, and K. WALES. "English Language." Year's Work in English Studies 66, no. 1 (January 1, 1988): 57–111. http://dx.doi.org/10.1093/ywes/66.1.57.

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20

Coates, R., K. C. M. MacMahon, K. Turner, F. Colman, D. Denison, and P. Simpson. "English Language." Year's Work in English Studies 67, no. 1 (January 1, 1989): 63–117. http://dx.doi.org/10.1093/ywes/67.1.63.

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21

BURNLEY, D., M. K. C. MACMAHON, K. TURNER, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 68, no. 1 (January 1, 1990): 59–120. http://dx.doi.org/10.1093/ywes/68.1.59.

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22

TURNER, K., M. K. C. MacMAHON, F. COLMAN, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 69, no. 1 (January 1, 1991): 52–114. http://dx.doi.org/10.1093/ywes/69.1.52.

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23

TURNER, K., M. MACMAHON, F. V. D. LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 70, no. 1 (January 1, 1992): 78–150. http://dx.doi.org/10.1093/ywes/70.1.78.

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24

TURNER, K., M. K. C. MACMAHON, F. VAN DER LEEK, J. DOR, R. COATES, and P. SIMPSON. "English Language." Year's Work in English Studies 71, no. 1 (January 1, 1993): 112–76. http://dx.doi.org/10.1093/ywes/71.1.112.

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25

TURNER, K., M. K. C. MACMAHON, N. WOODS, F. VAN DER LEEK, C. KAY, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 72, no. 1 (January 1, 1993): 16–69. http://dx.doi.org/10.1093/ywes/72.1.16.

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26

TURNER, K., M. MACMAHON, N. WOODS, O. FISCHER, W. VAN DER WURFF, R. COATES, and J. J. WEBER. "English Language." Year's Work in English Studies 73, no. 1 (January 1, 1995): 1–81. http://dx.doi.org/10.1093/ywes/73.1.1.

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27

JASZCZOLT, K., N. WOODS, O. FISCHER, W. V. D. WURFF, C. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 74, no. 1 (January 1, 1996): 1–79. http://dx.doi.org/10.1093/ywes/74.1.1.

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JASZCZOLT, K., N. WOODS, J. COLEMAN, O. FISCHER, W. V. D. WURFF, C. E. HOUGH, and J. J. WEBER. "English Language." Year's Work in English Studies 75, no. 1 (January 1, 1997): 1–90. http://dx.doi.org/10.1093/ywes/75.1.1.

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29

JASZCZOLT, K., J. COLEMAN, N. J. WOODS, O. FISCHER, W. VAN DER WURFF, C. HOUGH, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 76, no. 1 (January 1, 1998): 1–109. http://dx.doi.org/10.1093/ywes/76.1.1.

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30

JASZCZOLT, K., I. T. B. VAN OSTADE, O. FISCHER, W. VAN DER WURFF, J. COLEMAN, C. HOUGH, L. PUST, A. SAND, A. H. JUCKER, and C. CALVO. "English Language." Year's Work in English Studies 77, no. 1 (January 1, 1999): 1–129. http://dx.doi.org/10.1093/ywes/77.1.1.

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31

Jervas, Mwiinga. "Evaluation of Research Education Networks in Zambia a case study: Zambia Research Education Networks (ZAMREN)." International Journal of Innovative Research in Science, Engineering and Technology 5, no. 5 (May 15, 2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0501170.

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32

wanyambe Mbuyu, Mwiinga Jervas, Sumb. "Evaluation of Research Education Networks in Zambia a case study: Zambia Research Education Networks (ZAMREN)." International Journal of Innovative Research in Science, Engineering and Technology 5, no. 5 (May 15, 2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0505170.

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33

Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (February 26, 2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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34

GEIST, KATHE. "English in non-English-language films." World Englishes 10, no. 3 (November 1991): 263–74. http://dx.doi.org/10.1111/j.1467-971x.1991.tb00160.x.

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35

Francis, W. Nelson, and Robert Burchfield. "The English Language." Language 62, no. 3 (September 1986): 712. http://dx.doi.org/10.2307/415507.

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36

Francis, W. N., and David Crystal. "The English Language." Language 66, no. 4 (December 1990): 861. http://dx.doi.org/10.2307/414745.

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37

Eskey, David E., and Robert Burchfield. "The English Language." Modern Language Journal 70, no. 1 (1986): 89. http://dx.doi.org/10.2307/328106.

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38

Millet, Jérôme. "Éditorial (english language)." Inflexions N° 1, no. 1 (2005): 14. http://dx.doi.org/10.3917/infle.001.0014.

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39

Kostadinova, Viktorija, Nuria Yáñez-Bouza, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, et al. "I English Language." Year's Work in English Studies 98, no. 1 (2019): 1–166. http://dx.doi.org/10.1093/ywes/maz004.

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Abstract This chapter has fourteen sections: 1. General; 2. History of English Linguistics; 3. Phonetics and Phonology (not covered this year); 4. Morphology; 5. Syntax; 6. Semantics; 7. Lexicography, Lexicology, and Lexical Semantics; 8. Onomastics; 9. Dialectology and Sociolinguistics; 10. New Englishes and Creolistics; 11. Second Language Acquisition. 12. English as a Lingua Franca; 13. Pragmatics and Discourse. 14. Stylistics. Section 1 is by Viktorija Kostadinova; section 2 is by Nuria Yáñez-Bouza; sections 4 and 5 are by Gea Dreschler and Sune Gregersen; section 6 is by Beáta Gyuris; section 7 is by Kathryn Allan; section 8 is by Maggie Scott; section 9 is by Lieselotte Anderwald; section 10 is by Sven Leuckert; section 11 is by Tihana Kraš; section 12 is by Tian Gan, Ida Parise, Sum Pok Ting, Juliana Souza da Silva and Alessia Cogo; section 13 is by Beke Hansen; section 14 is by Jessica Norledge.

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40

Keizer, E., M. Albakry, J. van de Weijer, B. Los, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 85, no. 1 (January 1, 2006): 1–128. http://dx.doi.org/10.1093/ywes/mal001.

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41

Keizer, E., M. Albakry, J. Van De Weijer, B. Los, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 86, no. 1 (July 23, 2007): 1–165. http://dx.doi.org/10.1093/ywes/mam001.

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Keizer, E., A. Auer, J. Van De Weijer, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 87, no. 1 (January 1, 2008): 1–172. http://dx.doi.org/10.1093/ywes/man015.

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Haser, V., A. Auer, J. van de Weijer, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 88, no. 1 (January 1, 2009): 1–146. http://dx.doi.org/10.1093/ywes/map018.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. van der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 89, no. 1 (January 1, 2010): 1–168. http://dx.doi.org/10.1093/ywes/maq001.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, J. Coleman, et al. "I * English Language." Year's Work in English Studies 90, no. 1 (January 1, 2011): 1–154. http://dx.doi.org/10.1093/ywes/mar001.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, K. Allen, et al. "I * English Language." Year's Work in English Studies 91, no. 1 (January 1, 2012): 1–177. http://dx.doi.org/10.1093/ywes/mas011.

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47

Haser, V., A. Auer, B. Botma, M. Elenbaas, W. Van Der Wurff, B. Gyuris, K. Allan, et al. "I * English Language." Year's Work in English Studies 92, no. 1 (January 1, 2013): 1–180. http://dx.doi.org/10.1093/ywes/mat006.

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Haser, V., A. Auer, B. Botma, M. Elenbaas, B. Gyuris, K. Allan, S. Mehl, et al. "I * English Language." Year's Work in English Studies 93, no. 1 (January 1, 2014): 1–174. http://dx.doi.org/10.1093/ywes/mau010.

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49

Verdugo, Richard R., and Brittney Flores. "English-Language Learners." Education and Urban Society 39, no. 2 (February 2007): 167–93. http://dx.doi.org/10.1177/0013124506294852.

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50

COATES, R., D. DENISON, V. SALMON, and K. WALES. "II English Language." Year's Work in English Studies 65, no. 1 (January 1, 1987): 24–66. http://dx.doi.org/10.1093/ywes/65.1.24.

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