Learning literacy in a familiar language: comparing reading and comprehension competence in Bemba in two contrasting settings in Northern Zambia

Abstract

The latest language in education policy in Zambia is to use a �familiar� language in the initial stages of education before transitioning into a regional and later foreign language medium. Investigating the use of a familiar language�Namwanga�in Northern Zambia, in the context of a regional language�Bemba�the article shows that learning of literacy in the regional language is better supported by classrooms that allow free use of the �home� language or mother tongue. Results from a reading and comprehension task show no hindrance to the achievement of reading fluency in a regional language when a familiar language is encouraged in the classroom. The article provides support for multi-literacies developed through languages that learners are exposed to in their environment rather than a foreign language.