The didactics of an English-Bemba anthology of oral traditional narratives in the Zambian Grade ...

323 Pages·2016·7.58 MB·English

The didactics of an English-Bemba anthology of oral traditional
narratives in the Zambian Grade Ten literature class

by

Joseph Mulenga Mwelwa

Submitted in accordance with the requirements
for the degree of

DOCTOR OF LITERATURE AND PHILOSOPHY

in the subject

ENGLISH

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: PROFESSOR BRENDA SPENCER
CO-SUPERVISOR: PROFESSOR COLYN DAVEY

June 2016
DECLARATION

I declare that the thesis, “The didactics of an English-Bemba anthology of oral traditional
narratives in the Zambian Grade Ten literature class” is my own work, and that all the
sources that I have used or quoted have been indicated and acknowledged by means of
complete references.

15 November 2015
SIGNATURE

Joseph Mulenga Mwelwa
Student number: 46251758

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ABSTRACT

Within the multilingual context of Zambia, Grade Ten Literature in English language
pedagogy could incorporate the learners’ language and culture to help enrich
participation and facilitate understanding of concepts among the learners who are in the
foundational year of the literature course. However, current Literature in English
language pedagogy is characterized by a monolingual practice with English dominating
the literature learning/teaching classroom space – thus rendering the learners’ local
linguistic and cultural knowledge impotent. To remedy the situation, the study
investigated a dominant local language – Bemba – for a linguistic genre suitable for use in
Literature in English language pedagogy. Archival retrieval and live recording of Bemba
oral traditional narratives produced the initial research data. Transcription and
translation techniques created an anthology from which a bilingual resource (BR) was
derived. The BR was then trialled among Grade Ten Literature in English language
learners in schools in the Copperbelt province of Zambia. Focus group discussions by
participants generated evaluative data whose analysis using qualitative techniques
indicate that learners responded positively to the bilingual materials and approach.
Teachers were equally enthusiastic, describing the bilingual approach to Literature in
English language pedagogy as unique, innovative and liberating. A Linguistic Synergy
theory was thus developed to account for teachers’ and learners’ experiences in a
bilingual Literature in English classroom.

Key Words: English; Bemba; Zambia; Bilingual Resource; anthology; narratives;
literature; culture; pedagogy; genre; linguistic synergy.

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The didactics of an English-Bemba anthology of oral traditional
narratives in the Zambian Grade Ten literature class

TABLE OF CONTENTS

Pages
Declaration .......................................................................................................... i
Abstract ............................................................................................................... ii
Table of Contents ................................................................................................ iii
Acknowledgements ............................................................................................. vii
Dedication ........................................................................................................... ix
Graphics .............................................................................................................. x
List of Tables …….................................................................................................. x
List of Figures ...................................................................................................... x
List of Acronyms and Abbreviations ................................................................... xi
Definitions of Key Terms ..................................................................................... xiii
CHAPTER ONE: INTRODUCTION AND BACKGROUND TO THE STUDY 1
Roles of L1 and L2 in Literature in English Pedagogy …….…………………………………. 11
Problem Statement ………………………………..……………………………………….…………….. 21
Thesis Statement ……………………………………………..……………………………………………. 26
Aim of the Study ………………………………………………………………………..……….…………. 27
Limitations of the Study ……………………………………………………………………….………… 32
Significance of the Study ………………………………………………………….…………………….. 35
Structure of the Thesis ……………………………………………………………..………………….. 37
CHAPTER TWO: LITERATURE REVIEW 39
Language proficiency among Zambian learners ………………………….………………… 42
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Learners’ Self-perception of Proficiency in L1 and L2 …….……………………………….. 46
Comprehensible Input ………………………………………………………………………………….... 48
Linguistic Interdependency Hypothesis ………………………….…………………………….. 50
Cultural and Linguistic Familiarity …………………………………………………………………… 53
Schematic and Systemic Knowledge ………………………………………………………………. 55
Value of Linguistic Culture in Learning …………………………………………………………... 62
Bilingualism in Literature in English Pedagogy ……………………………………………….. 63
Empirical studies on Bilingualism …………………………………………………………………... 66
Code-switching as a Learning Strategy …………………………………………..…………….... 74
Translanguaging as a Teaching and Learning Strategy ……………………………………. 79
Kachru’s Three Concentric Circles ………………………………………………………………….. 84
Bilingual Pedagogy …………………………………………………………………………………………. 88
Bilingual Materials Development ……………………………………………………………………. 89
CHAPTER THREE: RESEARCH METHODOLOGY 92
Research Questions ……………………………………………………………………………….......... 92
Research Design …………………………………………………………………………………………….. 94
Qualitative Research Approach ………………………………………………………..……………. 100
Nature of Research Data ……………………………………………………………………..…………. 105
Research Techniques ……………………………………………………………………………………… 106
Merits and Demerits of Research Techniques ………………………………………………… 109
Managing the Research Process …………………………………………………………………….. 116
Data Collection Processes and Procedures …………………………………………………….. 121
Population Size ………………………………………………………………………………………………. 126
Trialling the Sample Materials ………………………………………………………………………… 129
Assuring Quality in the Research Process ……………………………………………………….. 130
Data Analysis ………………………………………………………………………………………………….. 132
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Creating the Online Bilingual Resource Repository …………………………………………. 134
Limitations of the Method ……………………………………………………………………………… 134
Researcher Bias ……………………………………………………………………………………………… 137
Ethical Considerations ……………………………………………………………………………………. 137
CHAPTER FOUR: DATA PRESENTATION and DISCUSSION OF RESEARCH
140
FINDINGS
The Bilingual Bemba Anthology ……………………………………………………………………… 140
The Bilingual Resource ………………………………………………………………………………….. 149
The Teacher’s Manual ……………………………………………………………………………………. 155
Task Design and Implications for Classroom Use ……………………………………………. 161
Focus Group Discussion – Findings and Results………………………………………………. 170
Towards a Theory of Linguistic Synergy…………………………………………………………… 187
CHAPTER FIVE: CONCLUSION AND RECOMMENDATIONS 202
A Summative view of Literature in English Pedagogy in Zambia………………………. 202
Summary of Findings………………………………………………………………………………………. 205
Conclusions………………………………………………………………………………………………...….. 209
The Achievement of Linguistic Synergy…………………………………………………………... 221
Contribution to Literature in English Teaching in Zambia………………………………... 231
The Way Forward …………………………………………………………………………………………… 234
Conclusion..…………………………………………………………………………………………………….. 236

BIBLIOGRAPHY……............................................................................................... 241

APPENDICES……...................................................................................................
261

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ACKNOWLEDGEMENTS

I would like to thank:

 The University of South Africa (UNISA) – for funding the research.
 Professor Brenda Spencer – my lead supervisor from the Department of English.
 Professor Colyn Davey – my co-supervisor from the Department of English.
 Professor Neil Barnes and Dr Felicity Horne – for language and technical editing
respectively.
 Mr Dawie Malan – research librarian (Unisa) – for the thorough literature search he
provided when requested.
 Mr Angel Mulilo of the Curriculum Development Centre (Bemba unit) and his
technical team in Zambia – for transcription and translation work that made the
creation of the anthology possible.
 The Chief Education Officer – Mrs Esvah Chizembe of the Ministry of Education,
Science, Vocational Training & Early Education (MESVTEE) – for granting me
permission to conduct research in the schools on the Copperbelt.
 The Director – Zambia National Broadcasting Corporation (ZNBC).
 The Human Resource Officer – ZNBC.
 The Chief Education Officer – Copperbelt Province – for granting me access to the
schools in the province.
 The District Education Board Secretary (DEBS) Ndola district – for granting me
access to the trial schools in Ndola.
 The Headmistress – Trial School A.
 The Deputy Head – Trial School B.
 The Heads of the Department of English – Trial Schools A and B.
 Dr Harry Chiwawa – for providing the necessary technical support during the
recording of the narratives at ZNBC.
 Mrs Chiwawa – for hosting me during the archival retrieval phase at ZNBC.
 Mrs Mulenga Mwelwa – for her hospitality and for hosting the story-tellers.
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 Mr and Mrs Chibesa Kunda – for hosting me and arranging the story-telling session
at the chief’s palace in Samfya.
 Mr. Kabwela Mwelwa and his friend Agai – for providing transport to and from the
story-telling sites.
 The story-tellers in Samfya – for narrating the stories that were recorded in Samfya.
 Mr and Mrs Chipelelo – for hosting me during the trial phases of the study in Ndola.
 The students at both Schools A and B – for participating in the trial sessions.
 The staff in the English Department at both Schools A and B – for their kind
participation during the trial phases.
 My wife and our two children – Mwelwa Jr and Chalwa – for their enduring support
and patience.
 Ngozi Umunnakwe – African stories author and academic at University of Botswana
– for proof-reading the stories.
 Dr Mwandila for his encouragement of, and prayers for, me during my studies.

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DEDICATION

This thesis is dedicated to:

 My late grandmother – Ms Chembe Mwanshileni for telling me the first story.
 My mother – Mrs Mulenga Mwelwa and my late father Mr. Samson Mwelwa.
 My wife – Kalinda H. H. Mwelwa.
 Our two children – Joseph Mwelwa Jr., and Chalwa, N. Mwelwa.

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GRAPHICS

List of Tables

Table 1: Dominant languages of communication in Zambia.
Table 2: Categories of narratives.
Table 3: Sample bilingual story.
Table 4: Bilingual skills table.

List of Figures

Figure 1: Tribal and linguistic map of Zambia.
Figure 2: Geographical position of Zambia.
Figure 3: Student perceptions of language skills in English and a home language.
Figure 4: The Concentric Circles model: ELT ideas from the Inner Circle to the Outer
and Expanding Circles.
Figure 5: Criteria for selecting stories for recording.
Figure 6: Title brainstorm.
Figure 7: Plot Summary.
Figure 8: Character sketches.
Figure 9: Bilingual theme analysis.
Figure 10: Character sketch notes from a student.
Figure 11: Group responses on the bilingual theme analysis task.
Figure 12: Blackboard-prompted class discussion of the theme analysis task.
Figure 13: Bilingual task: Bemba/English equivalents.
Figure 14: A literature class in drama mode performing bilingual role play.
Figure 15: The materials development view of the concentric circles
.

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