Exploring Literacy Pedagogy in Kikaonde in Selected Grade One Classrooms in Solwezi District, Zambia

Background:The primary literacy programme, a Zambian literacy programme, has been implemented in Solwezi, using Kikaonde as a medium of instruction for the past 10 years, yet literacy levels remain low.
Objectives: The objectives of the research were to investigate pedagogical knowledge that teachers possess when teaching literacy and understand the factors that influenced their selection of the teaching methods.
Method:The study used a case study design, employed the constructivism theory of learning and interpretivism paradigm, with a sample of 15 teachers from six schools.
Results:The results revealed that teachers possessed knowledge of several methodologies yet frequently failed to engage learners in active engagement. Their selection of techniques was anchored on their conviction in their efficacy and instruction received during continuous professional development meeting. The study suggests employing diverse teaching approaches (eclecticism) and discusses implications.

Literacy, pedagogy, literacy methods

1. Abbott, J. (2023). Literacy Instructional Coaching Practices in Writing and Writing Instruction: An Exploration of K–6 Teachers' Perspectives. International Journal of Mentoring and Coaching in Education. https://doi.org/10.1108/ijmce-02-2023-0023 [Google Scholar] [Crossref]

2. Alanazi, A. (2016). A critical review of constructivist theory and the emergence of constructionism. American Research Journal of Humanities and Social Sciences, 2(1), 1-8. [Google Scholar] [Crossref]

3. Amadi Ada, E. (2019). Bottom-up theory and phonics instruction: Implications for beginning reading. European Journal of Applied Liquistics Studies, 1 (2), 89-100.doi:110.5281/zenodo.3228773. [Google Scholar] [Crossref]

4. Banda, F., & Mwanza, D. S. (2017). Language in education policy and linguistic diversity in Zambia: An alternative explanation to low reading levels among primary schools pupils. In Selected readings in education (pp. 109-132). University of Zambia Press. [Google Scholar] [Crossref]

5. Barends, Z. E. (2022). Pedagogical Choices to Integrate Theory and Practice: Conceptualisation and Insights for Literacy Teacher Education. Reading & Writing. https://doi.org/10.4102/rw.v13i1.333 [Google Scholar] [Crossref]

6. Brombacher, A., Bulat, J., King, S., Kochetkova, E., & Nordstrum, L. (2015). National assessment survey of learning achievement at Grade 2: Results for early grade reading and mathematics in Zambia. Research Triangle Park, NC: RTI International. [Google Scholar] [Crossref]

7. Brown, J. D. (2001). Using surveys in language programs. Cambridge university press. [Google Scholar] [Crossref]

8. Brum, C. (2021). Communication and Literacy Development for Adolescents With Deafblindness: Teacher Beliefs, Learning Outcomes, and Instructional Strategies. British Journal of Visual Impairment. https://doi.org/10.1177/02646196211059748 [Google Scholar] [Crossref]

9. Chuunga, M. S. (2013). Teachers' Practices in the Teaching of Reading and Writing towards supporting learners with reading difficulties at Lower Primary: A Case Study of teachers for fourth-graders in Monze District-Zambia [Google Scholar] [Crossref]

10. Clarke, V., & Braun, V. (2017). Thematic analysis. The journal of positive psychology, 12(3), 297-298. [Google Scholar] [Crossref]

11. Coburn, C. E. (2001). Collective Sensemaking About Reading: How Teachers Mediate Reading Policy in Their Professional Communities. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737023002145 [Google Scholar] [Crossref]

12. Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (eight edition). Abingdon, Oxon, 532-533. [Google Scholar] [Crossref]

13. Connelly, L. M. (2016). Trustworthiness in qualitative research. Medsurg nursing, 25(6), 435. [Google Scholar] [Crossref]

14. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications. [Google Scholar] [Crossref]

15. Dagar, V., & Yadav, A. (2016). Constructivism: A paradigm for teaching and learning. Arts and Social Sciences Journal, 7(4), 1-4. [Google Scholar] [Crossref]

16. Filmer, D., Langthaler, M., Stehrer, R., & Vogel, T. (2018). Learning to realize education’s promise. World Development Report. The World Bank. [Google Scholar] [Crossref]

17. Gilakjani, A. P., Leong, L.-M., & Ismail, H. N. (2013). Teachers’ Use of Technology and Constructivism. International Journal of Modern Education and Computer Science. https://doi.org/10.5815/ijmecs.2013.04.07 [Google Scholar] [Crossref]

18. Gordon, R. (2014). Language of education planning in Zambia. Linguistic Portfolios, 3(1), 6. [Google Scholar] [Crossref]

19. Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of research on technology in education, 41(4), 393-416. [Google Scholar] [Crossref]

20. Hudson, A. K., Moore, K. A., Han, B., Koh, P. W., Binks‐Cantrell, E., & Joshi, R. M. (2021). Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle In the Science of Reading. Reading Research Quarterly. https://doi.org/10.1002/rrq.408 [Google Scholar] [Crossref]

21. Ilosvay, K., & Pepe, E. (2018). Understanding Complexities: Teacher Voices on Differentiating Literacy Practices. Nwjte. https://doi.org/10.15760/nwjte.2018.13.2.2 [Google Scholar] [Crossref]

22. Jenkins, K. (2018). Understanding Teacher Beliefs and Instructional Decision Making Concerning Disciplinary Literacy: The Case of Secondary Teachers in an Urban School. International Journal of Learning Teaching and Educational Research. https://doi.org/10.26803/ijlter.17.1.11 [Google Scholar] [Crossref]

23. Johnston, R. S., & Watson, J. E. (2005). The effects of synthetic phonics teaching on reading and spelling attainment: a seven year longitudinal study (Vol. 11). Scottish Executive Edinburgh. [Google Scholar] [Crossref]

24. Kabir, M. (2023). Teachers for All: Improving Primary School Teacher Deployment in Zambia. UNICEF Office of Research-Innocenti. [Google Scholar] [Crossref]

25. Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations. Journal of Educational Technology & Society, 8(1), 17-27. [Google Scholar] [Crossref]

26. Khomeni, A., & Prabawanto, S. (2020). Promoting junior high school students’ active learning using concrete object demonstration in line and angle topic. Journal of Physics: Conference Series, [Google Scholar] [Crossref]

27. Koçoğlu, E., Tekdal, D., & Çetinkaya, N. (2022). Pedagogical Literacy Scale: A Scale Development Study. Educational Research and Reviews. https://doi.org/10.5897/err2022.4252 [Google Scholar] [Crossref]

28. Kombe, C., & Mwanza, D. S. (2014). The 2014 Zambian revised literacy policy in primary schools: were teachers prepared to implement it? International Journal of Humanities, Social Sciences and Education (IJHSSE, 6. [Google Scholar] [Crossref]

29. König, J., Hanke, P., Glutsch, N., Jäger-Biela, D., Pohl, T., Becker-Mrotzek, M., Schabmann, A., & Waschewski, T. (2022). Teachers’ professional knowledge for teaching early literacy: conceptualization, measurement, and validation. Educational Assessment, Evaluation and Accountability, 34(4), 483-507. https://doi.org/10.1007/s11092-022-09393-z [Google Scholar] [Crossref]

30. Koohang, A., Riley, L., Smith, T. J., & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. https://doi.org/10.28945/3321 [Google Scholar] [Crossref]

31. Kreamer, H. M., Orme, S., Hobson, V., Moran, M., Mahoney, K., Moon, T. R., & Brighton, C. M. (2019). Elevating Instruction: Enhancing Literacy Practices for Advanced Readers in Primary Grades. Gifted Child Today. https://doi.org/10.1177/1076217519880590 [Google Scholar] [Crossref]

32. Kukner, J. M., & Orr, A. M. (2015). Inquiring Into Pre-Service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge. Australian Journal of Teacher Education. https://doi.org/10.14221/ajte.2015v40n5.3 [Google Scholar] [Crossref]

33. Lukama, K. (2016). Relationship between phonological awareness and reading ability in selected primary schools in Solwezi District University of Zambia]. [Google Scholar] [Crossref]

34. Marten, L., & Kula, N. C. (2008). Zambia:‘One Zambia, one nation, many languages’. Language and national identity in Africa, 291-313. [Google Scholar] [Crossref]

35. Matuga, J. M. (2001). Electronic pedagogical practice: The art and science of teaching and learning on-line. Journal of Educational Technology & Society, 4(3), 77-84. [Google Scholar] [Crossref]

36. McBride‐Chang, C., & Treiman, R. (2003). Hong Kong Chinese Kindergartners Learn to Read English Analytically. Psychological Science. https://doi.org/10.1111/1467-9280.t01-1-01432 [Google Scholar] [Crossref]

37. Ministry of Education, S., Vocational Training, & Education, E. (2013). National literacy framework. In: Curriculum Development Centre Lusaka. [Google Scholar] [Crossref]

38. Moje, E. B. (1996). “I Teach Students, Not Subjects”: Teacher‐student Relationships as Contexts for Secondary Literacy. Reading Research Quarterly. https://doi.org/10.1598/rrq.31.2.4 [Google Scholar] [Crossref]

39. Moje, E. B. (2008). Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change. Journal of Adolescent & Adult Literacy. https://doi.org/10.1598/jaal.52.2.1 [Google Scholar] [Crossref]

40. Muyebaa, K. C.-m. (2009). Zambian language policy and practice. A one day workshop on learning to read in transparent languages, [Google Scholar] [Crossref]

41. Nanchengwa, J. C. (2016). Literacy teaching techniques of grade one teachers in private schools of Mufulira District of Zambia. Unpublished Masters Dissertation from the University of Zambia. [Google Scholar] [Crossref]

42. Nkolola-Wakumel, M., & Simwinga, J. (2008). Barriers to the use of Zambian languages in education. Pula: Botswana Journal of African Studies, 22(2), 143-162. [Google Scholar] [Crossref]

43. Nyikos, M., & Hashimoto, R. (1997). Constructivist Theory Applied to Collaborative Learning in Teacher Education: In Search of ZPD. Modern Language Journal. https://doi.org/10.1111/j.1540-4781.1997.tb05518.x [Google Scholar] [Crossref]

44. Olagbaju, O., & Olaniyi, O. (2023). Explicit and Differentiated Phonics Instruction on Pupils’ Literacy Skills in Gambian Lower Basic Schools. Asian Journal of Education and Social Studies, 44(2), 20-30. [Google Scholar] [Crossref]

45. Phajane, M. H. (2012). Methods Used For Reading Instruction At Primary Schools In The Bojanala Districts. [Google Scholar] [Crossref]

46. Phiri, J. (2015). Nature and prevalence of writing difficulties among learners at fourth grade: A case of selected Primary Schools in Lusaka District of Zambia The University of Zambia]. [Google Scholar] [Crossref]

47. Sampa, F. K., & Halaoui, N. (2005). Zambia's Primary Reading Program (PRP): Improving Access and Quality Education in Basic Schools. Association for the Development of Education in Africa. [Google Scholar] [Crossref]

48. Sichula, N. K., & Genis, G. (2019). Pedagogical Practices in Non-Formal Adult Literacy Classes in Zambia. International Review of Education. https://doi.org/10.1007/s11159-019-09808-y [Google Scholar] [Crossref]

49. Splan, R. K., Porr, C. A. S., & Broyles, T. W. (2011). Undergraduate Research in Agriculture: Constructivism and the Scholarship of Discovery. Journal of Agricultural Education. https://doi.org/10.5032/jae.2011.04056 [Google Scholar] [Crossref]

50. Williams, E. (1993). Report on reading in English in primary schools in Zambia. Overseas Development Administration. [Google Scholar] [Crossref]

51. Wissink, B. (2019). In-Service Reading Teacher Efficacy. International Journal of Contemporary Education. https://doi.org/10.11114/ijce.v2i2.4529 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study