Preschool Teachers’ Experiences in Handling Linguistically and Culturally Diverse Learners in the Teaching and Learning Process in Multilingual Literacy Classes of Luampa District of Zambia

Abstract

Multilingual classes across age groups are becoming more and more challenging to teach and manage due to the diversity in the culture and language of learners. Multiple counties around the world are struggling to handle multilingual classes in an inclusive way as most adopt monoglossic practices (one size fits all) while a few have adopted heteroglossic practices that include all learners in classes. As globalization and cultural integration deepen, understanding the intricacies of multilingual classrooms has become crucial. In this study, researchers sought to analyse preschool teachers’ experiences in handling linguistically and culturally diverse learners in multilingual classes of Luampa District of Zambia. As a qualitative study, we used a descriptive research design and sampled 6 preschools comprising 28 to 42 learners in each class, 6 preschool teachers, 18 parents to preschool learners and 6 preschool headteachers. Data was collected through class observations, and semi-structured interviews. Content analysis was used to analyze data collected. The findings of the study showed that teachers of Luampa district used multiple strategies to handle learners from the following languages: Lozi, Mbunda, Luvale, Chokwe, Luchazi, and Nkoya among others. Teachers stated that the linguistic diversity of Luampa district presents both a unique opportunity and a significant challenge for educators and learners. The study offered insights and recommendations to foster an inclusive and effective learning environment. The study makes suggestions that inform policymakers and educators on how to better accommodate and leverage the rich linguistic tapestry of Luampa district's preschool learners. Due to multilingualism across classes, preschool teachers and learners faced experiences such as language barrier, lack of linguistic competence in the familiar language, inadequate classroom space, lack of teaching and learning materials, shallow planned work in the syllabus. The study recommended that the government should consider a bilingual or trilingual language in education policy in Luampa district where Mbunda, Lozi and English, for example, can be used simultaneously in classes to reflect what is happening on the ground.