| dc.description.abstract | This study critically evaluated the effects of using indigenous languages on the provision of quality education in selected primary schools in Mbala District, Zambia. The research sought to understand how teaching in local languages influences learning outcomes, student engagement, and overall academic performance. It also examined the challenges faced by teachers and administrators in implementing indigenous language instruction, as well as the strategies employed to overcome these challenges. Data were collected using qualitative methods, including semi-structured interviews with teachers, school administrators, and pupils from three primary schools. The findings revealed that teaching in indigenous languages significantly enhanced students’ comprehension and participation, particularly in early grades, by providing a familiar linguistic and cultural context. However, challenges such as limited educational resources, inadequate teacher training, and the transition to English as the medium of instruction in higher grades hindered the full realization of quality education.
The study concluded that while indigenous language instruction has the potential to improve learning outcomes, there is a need for more comprehensive teacher training, resource allocation, and policy alignment to ensure a smooth transition to English in upper grades. These findings highlight the importance of a balanced, multilingual approach to education that respects and incorporates indigenous languages while preparing students for national exams conducted in English. This study provides valuable insights for policymakers, educators, and stakeholders, emphasizing the need for context-specific strategies to promote quality education in multilingual settings. | en_US |
