Authors: Mukulampashi Jacob
Abstract: This study investigated the effectiveness of mother tongue instruction, specifically the use of Icibemba, in enhancing learning outcomes among lower primary school pupils in Mwansabombwe District, Luapula Province, Zambia. In alignment with Zambia’s language-in-education policy, which promoted the use of local languages from Grades 1 to 4, the research assessed the academic performance of learners taught in Icibemba, evaluated teachers’ preparedness and capacity to deliver instruction in the language, examined the availability of teaching and learning materials, and explored parental and community perceptions regarding mother tongue education. A mixed-methods approach was employed, combining quantitative data from pupil performance assessments and school records with qualitative data gathered through interviews, classroom observations, and focus group discussions involving teachers, parents, and education officials. The findings indicated that instruction in Icibemba significantly supported early literacy and numeracy development when delivered by trained teachers using appropriate materials. However, the study also revealed challenges such as inadequate teaching resources, limited teacher training, and mixed community attitudes toward local language instruction, which hindered its full effectiveness. The study concluded that while mother tongue instruction in Icibemba held promise for improving educational outcomes at the lower primary level, its success depended on strengthening teacher support systems, increasing resource allocation, and promoting community sensitization. Recommendations included enhanced teacher training, curriculum development in local languages, and stronger policy implementation to ensure equitable and effective early education.
