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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19917560 |
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Table of Contents:
- Abstract- This study investigates the challenges teachers face in teaching Icibemba in secondary schools in Zambia, focusing on five selected public secondary schools in Senga Hill District of Northern Province. The study was motivated by concerns over the declining effectiveness of local language instruction despite its importance in promoting cultural identity and enhancing learners' comprehension. A qualitative case study design was employed, using interviews, questionnaires, and classroom observations to collect data from teachers and learners. The findings revealed several challenges, including inadequate teaching and learning materials, lack of specialized teacher training, negative attitudes towards local languages, limited time allocation, large class sizes, and difficulties arising from dialectal variations of Icibemba. Additionally, inconsistencies in language policy implementation and limited professional development opportunities further hinder effective teaching. The study concludes that these challenges significantly affect both teaching quality and learner performance in Icibemba. It recommends increased provision of instructional materials, targeted teacher training, curriculum review, and policy reinforcement to enhance the teaching and learning of Icibemba in secondary schools.