Language and Literacy in Multilingual Settings

As most countries in Southern Africa, Zambia and Namibia are multilingual societies. Since their independence, in 1964 and 1990 respectively, both countries chose English as medium of instruction throughout its educational system, only making some provision for the use of local or regional languages during the first years of primary education.

This linguistic complexity poses challenges to the educational system in both countries, and the role of English has been discussed (see for instance Banda 2012, Williams 2004). Since 2008, Inland Norway University of Applied Sciences has cooperated with the University of Zambia and the University of Namibia in establishing and running a Master's programme in literacy and learning in the two countries in the South. Through this collaboration the project has tried to address the various issues in education that arise from the language policy.

The research question for this paper is thus: How do Master students doing research in the field of literacy and learning respond to the challenges in literacy education in their countries? Data from theses submitted as part of this programme during the years 2011-2014 are analyzed for relevance in light of the challenges that face the educational system in the two countries. Findings show that students turn to the classrooms to explore different aspects of literacy education, and a big proportion of the research is done on first and second language reading.

References

Banda, D. 2012. Disabling or Empowering? A Quick Transition from L1 to L2 as LoI; an Evaluation of the Primary Reading Program's (PRP) Quick Transition from Pupils' Mother Tongue to English. Saabrücken: Lambert Academic Publishing.

Williams, E. 2004. The screening effects of English in Sub-Saharan Africa. I: Sandøy, Helge et al (ed.): Den fleirspråklege utfordringa. Oslo, 2004, Novus Forlag, s. 31-56.