Language policy inclusivity and exclusivity in zambian primary classrooms

Abstract

This chapter brings to light the role of the classroom language use to the provision of inclusive education in the Zambian context citing debates on how this has failed and developed learner isolation from the classroom activities. Language inefficiencies have been linked to academic failure and the inability to use one of the seven languages or English has been used as a yardstick to eliminate students from the Zambian education system which is against human rights. Therefore, this chapter attempts to provide an explanation to this cause, how it can be tackled and how inclusive the education can be in future if certain policies are aligned to the changing linguistic environment in our communities. It has also provided solutions to the lapses left in the language of instruction policy and how best the education system can be provided to enable bilingual and multilingual education in education.