The Didactics of an English-Bemba Anthology of Oral Traditional Narratives in the Zambian Grade Ten Literature Class by Joseph M
Total Page：16
File Type：pdf, Size：1020Kb
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 i 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. ii 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 iii 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 iv 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 v 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. vi 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