Authors: Munkanta Josephine
Abstract: English functions as the official language of instruction in Zambia and plays a central role in academic success and social mobility. However, students in many secondary schools learn English as a second language while maintaining strong connections to local languages. Language attitudes—beliefs, feelings, and perceptions about a language—can significantly influence how students approach learning English. Despite the importance of English in education, some learners demonstrate mixed or negative attitudes toward its use in academic environments. This paper examines the role of language attitudes in shaping the learning of English as a second language in Zambian secondary schools. Drawing on existing literature and examples from multilingual educational contexts, the article explores how attitudes toward English and local languages affect motivation, classroom participation, and language proficiency. The study proposes a practical framework for improving language attitudes through inclusive language policies, teacher support, and culturally responsive teaching strategies. Strengthening positive language attitudes can enhance English proficiency while also respecting Zambia’s multilingual identity. The findings highlight that balanced language practices and supportive learning environments can improve educational outcomes and promote more effective English language acquisition among secondary school learners.
