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Journal articles on the topic 'Zambian (English)'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Mkandawire, Sitwe Benson. "English versus Zambian Languages: Exploring some Similarities and Differences with their Implication on the Teaching of Literacy and Language in Primary Schools." British Journal of Multidisciplinary and Advanced Studies 3, no. 2 (2022): 1–20. http://dx.doi.org/10.37745/bjmas.2022.0037.

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This desk study aimed at comparing English and selected Zambian Languages with a view of identifying some similarities and differences. Data was collected through author introspection and document analysis of existing literature. Publications in English and some Zambian Languages were collected from international databases such JSTOR, Cambridge Journals Online, and Palgrave Macmillan Journals. Searches for literature was extended to Google Scholar, Institutional Repository and visited the University of Zambia library in person. The documents collected were subjected to content analysis where k

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2

Kantini, Samson, and Cheela Chilala. "A Critical Review of Ideological Trends in the Study of Zambian Literature in English." Journal of Law and Social Sciences 4, no. 1 (2020): 14–27. http://dx.doi.org/10.53974/unza.jlss.4.1.386.

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Two ideologically divergent schools of thought have emerged in the study of Zambian literature in English. The first one rooted in imperialist doctrines emerged in the early 1980s and continues to influence many studies on Zambian literature to this day. The second one with a clear object of the renaissance of world literatures like that of Zambia is recent. It begun towards the end of the second decade of the 2000s and challenges the first one. This paper gives a critical discussion of studies that constitute and mark these two trends. It is a desktop resea

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Mambwe, Kelvin, and Naomi Njobvu. "Language-in-Education Policy in Zambia: The Case of Teaching in A Regional Official Language at A Selected Mission School in Lusaka." Daengku: Journal of Humanities and Social Sciences Innovation 4, no. 4 (2024): 628–37. http://dx.doi.org/10.35877/454ri.daengku2682.

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Upon gaining independence in 1964, the Zambian government embraced English as the official language for education, media, legislation, and all governmental functions. This choice followed extensive discussions on whether to adopt English or a Zambian language as the national language for classroom instruction. Despite arguments in favour of both English and Zambian languages, English ultimately prevailed. This paper delves into the language-in-education policy, with a particular focus on the 2014 Zambia education policy. The study's main objective is to investigate the impact of using Cinyanja

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4

Van Ho, Tara. "Vedanta Resources Plc and Another v. Lungowe and Others." American Journal of International Law 114, no. 1 (2020): 110–16. http://dx.doi.org/10.1017/ajil.2019.77.

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In Vedanta v. Lungowe, the United Kingdom Supreme Court determined that civil claims for negligence brought by Zambian claimants against an English parent company (Vedanta) and its Zambian subsidiary (Konkola Copper Mines plc (KCM)) for damages experienced in Zambia can proceed in English courts. While framed as a domestic tort law case, the decision is significant for international efforts aimed at holding businesses accountable for their “negative impacts” on human rights. Writing for a unanimous Court, Lord Briggs's judgment hinged narrowly on the right of victims to access substantial just

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Mwanza, David Sani. "Critical Reflections on the Zambian Education System and the Teaching of English in Post-Colonial Zambia." English Literature and Language Review, no. 62 (February 25, 2020): 15–23. http://dx.doi.org/10.32861/ellr.62.15.23.

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This paper takes a critical look at the Zambian Education system by focusing on the teaching of English in the country. This is achieved through discussing the structure and organisation of the education system, teacher training and the standard of English to be taught in schools relative to other varieties. By reviewing studies which have been conducted on the teaching of English in Zambia, the paper observes that while remarkable strides have been made in improving the teaching of English, there are a number of issues which need attention. For instance, the recognition of translanguaging and

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John Barton, Stuart. "Sino-substitution: Chinese foreign direct investment in Zambia." Journal of Chinese Economic and Foreign Trade Studies 7, no. 2 (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,

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7

Kaunda, Ronald Lewis. "English Language Teaching in Zambia: Balancing Colonial Legacies and Cultural Relevance." British Journal of Multidisciplinary and Advanced Studies 6, no. 2 (2025): 68–88. https://doi.org/10.37745/bjmas.2022.04271.

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The teaching of English in Zambia plays a crucial role in the education system, serving as the dominant medium of instruction at all academic levels. However, the multilingual nature of the country presents significant challenges, as many students learn English as a second or third language. This study investigates the effectiveness and cultural relevance of English Language Teaching (ELT) methods employed in Zambian secondary schools. Using a qualitative research design, the study explores how teachers adapt their instructional strategies to Zambia’s diverse linguistic and cultural context. D

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Elliot, Machinyise, and Jackline Pali. "The Transitioning of Learners from Zambian Language Literacy to English Literacy in Grade Three in Livingstone District of Zambia: Were teachers prepared to manage it?" Shanti Journal 2, no. 1 (2023): 32–55. http://dx.doi.org/10.3126/shantij.v2i1.53729.

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The purpose of this study was to establish whether teachers were adequately prepared to transition learners from Zambian language literacy to English literacy in Grade three in Livingstone district. In line with this, it sought to establish the methods the teachers were using in teaching English literacy in Grade three and establish the challenges faced by teachers in managing the transition from Zambian language literacy to English literacy in Grade three. The study employed a mixed method descriptive design which involved both quantitative and qualitative methods. Data was collected using qu

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9

Hassan, Waïl S. "Oyono in Arabic." PMLA/Publications of the Modern Language Association of America 128, no. 1 (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

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Likukela, Precious, and Dr Sychorax Tiyesa Ndhlovu. "Examining Investigative Journalism Practice in Public Print Media Houses in Lusaka: A Case Study of Lusaka Public Print Media Houses, Lusaka District." International Journal of Advanced Multidisciplinary Research and Studies 5, no. 3 (2025): 1135–46. https://doi.org/10.62225/2583049x.2025.5.3.4427.

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This study investigated the practice of investigative journalism within public print media establishments in Lusaka, Zambia. The research aimed to assess the presence of investigative journalism in the Zambian public media, gauge the extent to which it is utilized, identify factors hindering its practice, and propose mechanisms to promote its adoption within public print media outlets. The study involved a sample of 50 respondents from diverse categories, surveyed through self-administered questionnaires. The respondents were selected using systematic sampling, and data analysis was conducted

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Hamaluba, Dr Tommie, Hamusankwa Moono Hamaluba, and Job Hamusankwa. "Harnessing the Potential of Indigenous Language Instruction in Zambian Lower Primary Schools: A Comprehensive Examination." World Journal of Educational Research 10, no. 4 (2023): p16. http://dx.doi.org/10.22158/wjer.v10n4p16.

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This study examines the impact of using local languages versus English as the medium of instruction in Zambian primary schools. It focuses on grades one to four in selected schools in Livingstone District, following the policy change to promote local languages. Using a case study approach, both qualitative and quantitative methods are employed, with data collected through questionnaires. The sample includes 50 participants (pupils, teachers, and administrators) selected randomly. SPSS and Excel are used to analyze the collected quantitative data.Findings reveal that Zambian children face simil

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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 (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 the

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Ruth, Mungala, and David Sani Mwanza. "TRANSLANGUAGING PRACTICES LECTURERS USE WHEN TEACHING LITERACY AND LANGUAGE IN MULTILILINGUAL CLASSROOMS AT A SELECTED UNIVERSITY IN ZAMBIA." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 781–95. http://dx.doi.org/10.54922/ijehss.2024.0745.

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The purpose of the study was to analyse translanguaging practices lecturers used in their lectures at one selected public university in Zambia. This study was conducted after all the lecturers underwent two years’ training on multilingual education and mother tongue based multilingual language teaching strategies including translanguaging. The lecturers were trained because they were not familiar with translanguaging pedagogy despite Zambia being multilingual and that they needed to train primary school teachers how to teach multilingual learners in Zambian multilingual classrooms. The study w

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Banda, Ngoza Joseph, and David Sani Mwanza. "Analysing Strategies used by Teachers in the English Reading Instruction for Grade Three Deaf and Hard of Hearing Learners at Selected Special Needs Schools in Lusaka District, Zambia." European Journal of Theoretical and Applied Sciences 2, no. 4 (2024): 47–58. http://dx.doi.org/10.59324/ejtas.2024.2(4).05.

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This paper sought to analyze the pedagogic strategies teachers used to teach grade three deaf and hard of hearing learners to read English language. The objective of the study was to analyze pedagogic strategies teachers use in the English reading instruction for deaf and hard of hearing children at selected special needs schools in Lusaka district, Zambia. This research adopted two learning theories, which included constructivism and multimodality theory. As a descriptive qualitative research design, data was collected through semi-structured interviews and classroom lesson observations. The

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Ngoza, Joseph Banda, and Sani Mwanza David. "Analysing Strategies used by Teachers in the English Reading Instruction for Grade Three Deaf and Hard of Hearing Learners at Selected Special Needs Schools in Lusaka District, Zambia." European Journal of Theoretical and Applied Sciences 2, no. 4 (2024): 47–58. https://doi.org/10.59324/ejtas.2024.2(4).05.

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This paper sought to analyze the pedagogic strategies teachers used to teach grade three deaf and hard of hearing learners to read English language. The objective of the study was to analyze pedagogic strategies teachers use in the English reading instruction for deaf and hard of hearing children at selected special needs schools in Lusaka district, Zambia. This research adopted two learning theories, which included constructivism and multimodality theory. As a descriptive qualitative research design, data was collected through semi-structured interviews and classroom lesson observations. The

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Chilala, Cheela. "What's in a Name? The Place of Language in the Naming of Programmes in the Zambian Radio and Television Industry." Journal of Law and Social Sciences 6, no. 1 (2024): 27–45. http://dx.doi.org/10.53974/unza.jlss.6.1.1202.

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The old Shakespearian rhetorical question, 'What's in a name?'’' comes to the fore when we examine the names given to programmes by Zambian radio and television stations. While most people are not bothered by such names and would argue that it is the content of the programmes that is paramount, not the names thereof, it may be argued that the names are worth analysing from the perspective of onomastics, which is the scientific study of names and naming systems. No study has been conducted on the names of radio and television programmes in Zambia, and this is the lacuna that this study is conce

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Kaani, Bestern, Sanny Mulubale, and Setwin Mutau Mufalo. "Effects of Orthographic Opacity on Reading Fluency among Zambian Nyanja-English Bilinguals." International Journal on Studies in English Language and Literature 10, no. 12 (2022): 1–16. http://dx.doi.org/10.20431/2347-3134.1012001.

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Kaani, Bestern, Kufamuyeke Mushimbei, and Inonge Milupi. "Effects of Orthographic Depth on Morphological Awareness among Silozi–English Bilingual 6th Graders in Zambian Primary Schools." International Journal of Research and Scientific Innovation XI, no. V (2024): 95–105. http://dx.doi.org/10.51244/ijrsi.2024.1105004.

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Previous research has shown that the transparency of the language used for instruction influences how quickly learners acquire reading skills. Children who are immersed in languages with transparent orthographies tend to acquire reading skills faster and encounter fewer difficulties compared to those learning to read in languages with opaque orthographies. The goal of this study was to examine how the depth of orthography affects the acquisition of morphological awareness skills among Silozi-English bilingual students in the 6th grade. Given that Silozi orthography is more transparent than Eng

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Pareacute;s-Casanova, Pareacute;s-Casanova. "Biometrical multivariate study of the Zambian indigenous Fat-tailed sheep." International Journal of Livestock Production 4, no. 9 (2013): 148–54. http://dx.doi.org/10.5897/ijlp12.010.

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20

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 (2005): 217–31. http://dx.doi.org/10.2989/16073610509486386.

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21

Nabuzoka, David. "Experiences of bullying-related behaviours by English and Zambian pupils: a comparative study." Educational Research 45, no. 1 (2003): 95–109. http://dx.doi.org/10.1080/0013188032000086154.

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Hornby, Garry, and Nelson Mwape. "Competencies for Teaching Children with Physical Disabilities: a survey of English and Zambian teachers." Compare: A Journal of Comparative and International Education 21, no. 1 (1991): 85–91. http://dx.doi.org/10.1080/0305792910210107.

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23

Ojeda, Elvis. "Transnational Corporate Liability Litigation and Access to Environmental Justice: The Vedanta v Lungowe Case." LSE Law Review 6, no. 3 (2021): 223–48. http://dx.doi.org/10.61315/lselr.166.

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On April 10, 2019, the Supreme Court of the United Kingdom released the Vedanta Resources Plc & another v Lungowe & others judgment. This case dealt with an English domiciled parent company’s possible liability for alleged environmental damage caused by one of its subsidiaries in Zambia. Based on the arguable duty of care Vedanta could owe to foreign claimants affected by the operations of one of its overseas subsidiaries, the Supreme Court ruling adopted a ‘new approach’ –regarding transnational corporate liability litigation–, which established that the parent company’s home state’s

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Olusegun, A. Yerokun, and Chirwa Meki. "Soil and foliar application of Zinc to maize and wheat grown on a Zambian Alfisol." African Journal of Agricultural Research 9, no. 11 (2014): 963–70. http://dx.doi.org/10.5897/ajar2013.7623.

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Machinyise, Elliot. "The Impact of Familiar Local Language Medium of Instruction on Zambian Primary School Pupils' Academic Performance: A Case Study of Mumbwa Primary Schools." International Journal of Family Business and Management 3, no. 1 (2019): 1–3. http://dx.doi.org/10.15226/2577-7815/3/1/00125.

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As multiethnic and multilingual nation, Zambia has more than 70 languages spoken within its boundaries. As result of this linguistic landscape the selection of appropriate language of instruction in schools has been a challenge for a long time. In order to meet this linguistic diversity, Zambia has developed an educational framework which stipulates that familiar local languages should be used as the Medium of Instruction (MOI) from grade one to four in public primary schools. Therefore, this paper investigated the impact of mother tongue medium of instruction on pupils’ quality of learning in

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Tembo Silungwe, Chipozya, Danstan Chiponde, Lawrence Mutale, and Naloobo Michello. "Risk Reduction on Infrastructure Projects in the Zambian Construction Industry through Integrated Risk Management (IRM) Approach." Modern Environmental Science and Engineering 1, no. 3 (2015): 156–63. http://dx.doi.org/10.15341/mese(2333-2581)/03.01.2015/008.

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Greg, Gondwe. "When party policies do not matter: Examination, the ambivalence of voting behaviors in the Zambian presidential elections." African Journal of Political Science and International Relations 12, no. 1 (2018): 10–21. http://dx.doi.org/10.5897/ajpsir2017.1052.

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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 (2010): 357–58. http://dx.doi.org/10.1111/j.1540-4781.2010.01039.x.

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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 (1992): 341–57. http://dx.doi.org/10.1080/01434632.1992.9994501.

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Simwinga, John, and Clara Mulenga Mumbi. "How Competent are Zambian ESL Learners in the use of Discourse Markers in English? Evidence from Selected Grade Twelve Pupils in Kitwe District." International Journal on Studies in English Language and Literature 10, no. 3 (2022): 42–61. http://dx.doi.org/10.20431/2347-3134.1003005.

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Chibamba, Agnes Chileshe, and Geoffrey Kazembe Tambulukani. "Learning to Read Words in Cinyanja Language and the Contribution of the Home and School Environments in Lusaka District of Zambia." International Journal of Research and Innovation in Social Science 06, no. 11 (2022): 465–77. http://dx.doi.org/10.47772/ijriss.2022.61125.

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The focus of this study was to establish how reading developed in children in Cinyanja language by charting their development from home environment, through grade 1 to 2. An embedded explanatory sequential mixed methods design of both quantitative and qualitative methods was employed to collect, analyse and interpret the data. Six grade 1 children with ages ranging from 7 to 9 at entry point, 6 parents and 3 teachers participated in the study. Quantitative data across the three phases were collected through literacy tests: alphabetic knowledge and word reading. Simple tables were generated man

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Gerald, Chishiba, and Mukuka Joseph. "Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education." Asian Journal of Education and Social Studies 51, no. 1 (2025): 392–405. https://doi.org/10.9734/ajess/2025/v51i11757.

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This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across t

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Evens, Emily, Tendai Munthali, Featherstone Mangunje, et al. "Qualitative focus group discussions exploring PrEP method and service delivery preferences among female sex workers and their managers in four Zambian provinces." BMJ Public Health 2, no. 1 (2024): e000483. http://dx.doi.org/10.1136/bmjph-2023-000483.

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ObjectivesTo describe the experiences of oral HIV pre-exposure prophylaxis (PrEP) use, preferences comparing oral PrEP to future long-acting PrEP products (the dapivirine vaginal ring (PrEP ring) and injectable cabotegravir (CAB PrEP)), and service provision preferences among female sex workers (FSWs) and their managers.MethodsQualitative formative focus group discussions were conducted in two urban (Copperbelt, Lusaka) and two rural (Central, Luapula) provinces in Zambia. Consenting participants included 43 FSWs and 36 sex work managers. Eligible participants self-identified as FSWs or sex wo

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Beardmore-Gray, Alice, Musonda Simwinga, Bellington Vwalika, et al. "Understanding the language barriers to translating informed consent documents for maternal health trials in Zambia: a qualitative study." BMJ Open 14, no. 4 (2024): e076744. http://dx.doi.org/10.1136/bmjopen-2023-076744.

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ObjectiveProviding comprehensible information is essential to the process of valid informed consent. Recruitment materials designed by sponsoring institutions in English-speaking, high-income countries are commonly translated for use in global health studies in other countries; however, key concepts are often missed, misunderstood or ‘lost in translation’. The aim of this study was to explore the language barriers to informed consent, focusing on the challenges of translating recruitment materials for maternal health studies into Zambian languages.DesignWe used a qualitative approach, which in

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Kaunda, Ronald Lewis. "Colonial Inheritance and Educational Inequity: An Analysis of the English-Only Curriculum in Postcolonial Zambia." British Journal of Multidisciplinary and Advanced Studies 6, no. 3 (2025): 20–36. https://doi.org/10.37745/bjmas.2022.04902.

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This paper critically examines the enduring impact of colonial language policies on Zambia’s education system, demonstrating how an English-only curriculum perpetuates linguistic hierarchies, marginalizes Indigenous knowledge, and deepens socioeconomic inequities. Drawing on postcolonial theory and Afrocentric notions of Ubuntu, I conduct a document review of key policy texts—including the Education Act of 2011 and the 2023 Zambia Education Curriculum Framework—alongside relevant scholarly literature and comparative case studies. My analysis highlights both the historical roots of these inequi

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Siegel, Brian. "Chipimpi, Vulgar Clans, and Lala-Lamba Ethnohistory." History in Africa 35 (January 2008): 439–53. http://dx.doi.org/10.1353/hia.0.0003.

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Common to the matrilineal peoples of eastern central Africa is their clan system, and the reciprocal joking or “funeral friendship,” relations that exist between clans with figuratively complementary names (Cunnison 1959:62-71; Richards 1937; Stefaniszyn 1950). This paper, however, focuses on the southeastern Shaba Pedicle, and the anomalous, one-sided joking between the Vulva and (allegedly pubic) Hair clans of the Lala and Lamba chiefs. I suggest that this joking, like the claim that these clans share a common mythical ancestor, is best explained in terms of nineteenth-century Lala and Lamba

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

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Sinyangwe, Clement, Douglas Kunda, and William Phiri Abwino. "Detecting Hate Speech and Offensive Language using Machine Learning in Published Online Content." Zambia ICT Journal 7, no. 1 (2023): 79–84. http://dx.doi.org/10.33260/zictjournal.v7i1.143.

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Businesses are more concerned than ever about hate speech content as most brand communication and advertising move online. Different organisations may be incharge of their products and services but they do not have complete control over their content posted online via their website and social media channels, they have no control over what online users post or comment about their brand. As a result, it became imperative in our study to develop a model that will identify hate speechand, offensive language and detect cyber offence in online published content using machine learning. This study emp

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Muleya, Wilson. "A comparative study of social work intervention in context in Zambia and England." International Social Work 49, no. 4 (2006): 445–57. http://dx.doi.org/10.1177/0020872806065323.

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English This study compared practitioners views on how work environments affected their choice of theory in social work context in Zambia and England. It found no significant differences in theories used, but found variations in levels of application. Different work environment factors influenced practitioners choice of intervention method in each country. French Cette étude compare les points de vue de praticiens sur l'influence qu'a exercé l'environnement professionnel dans le choix des théories qu'ils ont choisi d'appliquer en travail social en Zambie et en Angleterre. Les résultats indique

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Mutolwa, Gwen, and David Sani Mwanza. "Challenges Faced by Teachers When Teaching English Grammar Using Communicative Language Teaching Approach in Multilingual Classrooms." International Journal of Research and Innovation in Applied Science X, no. III (2025): 600–610. https://doi.org/10.51584/ijrias.2025.10030043.

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The Communicative Language Teaching approach is the recommended methodology to be used in the teaching of English as a second language in Zambia primary schools. The language policy stipulates that English should be used as a language of instruction from grade five to tertiary education. Considering Zambia as a multilingual country, there seems to be a gap between the policy and practice which affects the effective teaching of English grammar using Communicative Language Teaching (CLT) approach. The aim of the study was to establish challenges faced by teachers when teaching English grammar us

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

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Sitali-Mubanga, Georgina Nandila. "Some Effects of English Loanword Adaptation into SiLozi." International Journal of Education 10, no. 4 (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 dist

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N, Mwanza, and Nyimbili F. "Translanguaging In Counselling Sessions: Exploring Counsellor’s Experiences in Institutions of Higher Learning." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 1019–26. https://doi.org/10.47772/ijriss.2025.903sedu0074.

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Zambia is a multilingual Nation with 73 ethnic languages in use and one of the languages English has been adopted as the official language used in official communication. The study explored translanguaging practices in counselling sessions of university students in Zambia. This study adopted a qualitative approach to explore counsellors’ and clients’ experiences with translanguaging in counselling. Six counsellors and 6 students who underwent counselling were interviewed at two public universities in Zambia. The study found Translanguaging can foster a welcoming environment, show acceptance an

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Mutolwa, Gwen, and David Sani Mwanza. "Teachers’ Understanding of the Communicative Language Teaching Approach in Zambia." British Journal of Multidisciplinary and Advanced Studies 6, no. 2 (2025): 56–67. https://doi.org/10.37745/bjmas.2022.04261.

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The Zambia Primary School Syllabus recommends the Communicative Language Teaching (CLT) approach as the methodology to use when teaching English Language as a second language to primary school learners. This implies that teachers should have adequate understanding of the methodology and how to implement it when teaching English language. The study aimed at establishing teachers’ understanding of the Communicative Language Teaching approach as a teaching methodology. The study was qualitative and collected data using face to face interviews. The participants were 20 teachers from three district

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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 (2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0501170.

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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 (2016): 7640–54. http://dx.doi.org/10.15680/ijirset.2016.0505170.

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Simachenya, Milimo, and Kelvin Mambwe. "Language Practices in Multilingual Classrooms of Selected Primary Schools in Livingstone - Zambia." Daengku: Journal of Humanities and Social Sciences Innovation 3, no. 4 (2023): 702–10. http://dx.doi.org/10.35877/454ri.daengku1899.

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This study investigated language practices in multilingual classrooms in selected primary schools of urban areas of Livingstone city in Zambia among teachers and learners. The purpose of the study was to establish the motivations that teachers and learners had for drawing ‘linguistic features’ from Nyanja, Tonga and English languages in negotiating meaning during teaching and learning activities. The study also interrogated the language practices against the legislative prescription of language(s) to be used in the formal classroom situations in Zambia. Using purposive sampling, the data were

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Dickson, Dr Kangombe, and Phiri Juliet. "Teacher’s Description of Their In-Service Lived Experiences of Teaching ESL in Luanshya District, Copperbelt Province, Zambia." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 4100–4113. https://doi.org/10.47772/ijriss.2025.903sedu0288.

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This study was intended to establish how teachers described their In-Service lived experiences of teaching English as a Second Language in Luanshya District on the Copperbelt Province of Zambia. A narrative design was employed as it gave the participants of the study an opportunity to construct and reconstruct their In-Service stories of teaching ESL in Luanshya. The narrative theory was used as a lens through which the whole study was interpreted. The methodological approach was qualitative. The sample size consisted of eight (8) teachers. These participants were purposefully sampled from eig

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Gelson, Tembo, and M. Zulu Maureen. "Export horticulture and household welfare: Evidence from Zambia." Journal of Development and Agricultural Economics 6, no. 2 (2014): 76–86. http://dx.doi.org/10.5897/jdae2013.0483.

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Siame, Pethias, and Nicholas Bwalya. "Remedies for English Inversion Difficulties Among Grade 12 Pupils." Innovations in Pedagogy and Technology 1, no. 1 (2025): 16–26. https://doi.org/10.63385/ipt.v1i1.32.

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This study examines effective strategies for improving the teaching and learning of English language structures among Grade 12 students at selected secondary schools in Zambia. While there are existing studies on approaches to teaching English, no study in Zambia and globally has ascertained pedagogical remedies to inversion intricacies. The study aims to explore the pedagogical approaches that can be used to mitigate the challenges associated with teaching inversion. Utilizing a qualitative research approach, the study purposively selected 30 participants, including 15 pupils from each school

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