Title:
LINGUISTIC OPPRESSION THROUGH ZONAL LANGUAGE MONOPOLY: A CASE OF KAFUE RURAL GRADE 1 LITERACY CLASSES

Authors:
Njekwa Njekwa and Nyimbili Friday (PhD), Zambia

Abstract:
The study aimed at exploring linguistic oppression through zonal language monopoly in Kafue rural literacy classes. The study used the descriptive research design under qualitative research method. The sample was 12 grade one teachers. Data were collected using interviews and classroom observations and was analysed thematically. The study revealed that language oppression caused language barrier, poor participation and delayed cognitive development. Further, language monopoly excluded learners who spoke other languages, limiting their participation and academic achievements. The linguistic oppressive practices experienced were in relation to language marginalization and curriculum bias. Only Nyanja textbooks and materials were available for use in class. The existing solutions on linguistic practices that teachers used in Kafue rural literacy classes were code-switching and peer to peer translating. Therefore, zonal language monopoly was not found to be appropriate for use in grade one literacy classes. The implications of these findings are that language policy reforms are necessary to support linguistic diversity. Teachers also need training on inclusive language practices and language support strategies. Community involvement may promote language diversity and address linguistic challenges. The study recommends that in this linguistic minority area, code-switching and peerto-peer translating is seen to be fertile in promoting learning outcomes, language diversity and inclusivity.