LINGUISTIC OPPRESSION THROUGH ZONAL LANGUAGE MONOPOLY: A CASE OF KAFUE RURAL LITERACY CLASSES

Abstract

The study on linguistic oppression through zonal language monopoly in Kafue rural literacy classes usedthe three-language orientation theory propounded by Ruiz (1984). Utilizing a descriptive phenomenology design, the study adopted a qualitative methodology. Purposive sampling was usedto sample four schools and12teachers. The study used interpretivism paradigm to inform its findings under the following three objectives: (i) to describe how linguistic oppression affect learner performance through zonal language monopoly in literacy grade one classes of Kafue District (ii) to establish the linguistic oppressive practices being experienced through zonal language monopoly in literacy classes of Kafue Rural District, and (iii) to explore the existing solutions on linguistic practices that teachers use to teach learners in a linguistic minority area of Kafue Rural. Teacher’s interview guide and classroom observation aided data collection which was coded and analysed thematically. The study revealed that language oppression affected learner performance through languagebarrier, poor participation and delayed cognitive development. The language monopoly excluded learners who spoke other languages, limiting their participation and academic achievements. Additionally, the linguistic oppressive practices experienced were inrelation to forced language assimilation, language marginalization and curriculum bias. It was established that only Nyanja textbooks and materials were available for use in class. There was not a single aid written in Goba, the community language. Furthermore, the study revealed that the existing solutions on linguistic practices that teachers used in a linguistic minority area of Kafue rural literacy classes were code-switching and peer to peer translating. However, the linguistic practices were used only to improve communication between the teacher and the learner but not to prevent language marginalization and language loss. The implications of these findings are that language policy reforms are necessary to recognize and support linguistic diversity. Further, teachers need training on inclusive language practices and language support strategies. Community involvement is also crucial in promoting language diversity and addressing linguistic oppression. The studyrecommendsthat in this linguistic minority area, particularly in Chiawa zone of Kafue district, code-switching and peer-to-peer translating is seen to be fertile for use in promoting learning outcomes, language diversity and inclusivity.