Strategies teachers use to negotiate Power and Multilingualism when teaching English as a second language in Multilingual Classrooms of Muchinga Province in Zambia

Abstract

The purpose of the study was to analyze strategies teachers use to negotiate Power and Multilingualism when teaching English as a second language in Multilingual Classrooms in Muchinga Province of Zambia. The study employed a qualitative approach and a case study research design. Data was collected through interview guides, classroom observation guides and focus group discussion guides. The sample size was 12 secondary schools, 60 teachers and 12 HODs and 48 grade 10 pupils. Data was analyzed thematically. Theoretically, this study was grounded on: The code and pedagogic discourse theory and multimodality theory. The study findings revealed and confirmed that multilingualism and linguistic diversity in Muchinga province was a reality. Secondly, the findings revealed some strategies teachers were employing in ensuring there was balance of power in classes and these were; teachers’ use of familiar local language, use of learners centered classroom activities and teachers’ negotiation of multilingualism in classes through the use of some pedagogical classroom strategies such translanguaging, code switching and code mixing.