The Grammatical Effects of Nyanja on Pupils Learning English in Selected Junior Secondary Schools of Chongwe District, Zambia

Abstract

The purpose of the study was to investigate grammatical effects of Nyanja as first language (L1) on pupils learning English as a second language in Chongwe district. Chongwe district is home for people of different tribes (Soli, Chewa, Bemba, Tonga, Lozi, Lenje, Shona and Ndebele). As a result, the community is multilingual. This multilingual environment has sometimes negatively impacted on some children in the learning of English in areas such as syntax, semantics, grammar and vocabulary in English. The consequence of these negative effects has led to lack of full communication and understanding of topics taught in class and in school. The study is important in informing policy makers of the challenges that the first language (L1) creates in the learning of English. It may also act as a bridging document for existing gaps in line with the effects of Nyanja on pupils learning English language. The researcher interviewed 79 respondents that were systematically selected from each of the six different sites of Chongwe district namely kampekete, Mwalumina, Chilyabale, Lwimba, Lukoshi and Nchute primary schools. The current study employed triangulated method based on the grounded theory. It used the qualitative method for both collecting and analyzing data. The data was collected from teachers of English, other subject teachers and from basic school pupils of the six selected schools. The instruments used were questionnaires. The methods used to collect data were face to face interviews, group discussion and recordings. Thereafter data was analysed manually using descriptive explanation and narration. Among many things, the study found that learners with Nyanja background had problems in areas of spelling, pronunciation, translation, grammar, choice of register to use in correct contexts because English was introduced late to learners finding their brain optimal time to acquire language in good accent, pronunciation, fluency in English grammatical system already passed and learners brain were already anchored in Nyanja, a language with totally different stress, intonation and grammar. This assertion matches with Lundeberg (1967) when he established that brain lateralization finishes at puberty and that it leads to the end of brain's ability to acquire language with fluency and accuracy. Therefore, the study recommended i) the alignment of English language from pupil's first contact with the teacher in school and ii) English should be embraced as language of medium instruction in all the grades in schools.