Abstract

The Factors Hindering the Implementation of
a School English Literacy Program in Zambia

Sohee Won
Global Education Cooperation Program
The Graduate School
Seoul National University

With the objective of improving reading and writing levels among school learners,
the Zambian Ministry of Education introduced the new literacy policy called the Primary Reading Programme (PRP) in 1999. As an initial English literacy course under the PRP, the Step In To English (SITE) was designed to enable Grade 2 pupils to read accurately and write clearly in English. Given that English is used as a medium of instruction from Grade 2 onwards, Zambian students need to master a sufficient level of literacy skills in English for their academic success. Despite the adoption of SITE, however, it was observed that the majority of the lower grade students were failing to achieve favorable levels of English literacy skills. It seemed that their challenges using English for learning result from a number of constraints hampering the full implementation of the current school English literacy program.
This study aimed to identify significant problems affecting the implementation of SITE and analyze them in depth. For this purpose, this study employed a single case study design and closely examined its internal operations in one basic school in Zambia. The data was collected mainly through a) reviews of relevant documents such as policy documents and program evaluation reports, b) participant observations of the SITE class in a Grade 2 classroom for three months, c) interviews with school administrators, teachers, government officials, and curriculum specialists, and d) English reading and writing test administered to
eight students. In addition, students’ households were visited to find out family
factor that influences students’ English literacy acquisition apart from the interventions of SITE.
The results of the study showed that three critical factors had hindered the full implementation of SITE in a selected school; a) shortage of experienced SITE teachers, b) lack of SITE materials, and c) insufficient supports from the school.
Specifically, Grade 2 teachers were not properly prepared to teach SITE classes, as
they had not received sufficient trainings in SITE; students could not have enough
time to understand and do their assignments, for the activity books were not adequately supplied for them; the school leaders did not provide financial supports
and conduct continuous monitoring of SITE, because they did not fully understand
the literacy program. Consequently, these constraints brought about low learning achievements in English literacy among the students observed; most of them had not achieved the desired level of English literacy skills as proscribed in the policy.
However, the result of the household visits indicated that family background of the
students could be an external factor influencing students’ literacy acquisition. In other words, learners performed better in achieving literacy if they frequently used
English at home and received regular help from their parents or guardians for their schoolwork.
Based on the research results, this study argues that the successful implementation of SITE depends highly on school leadership and supports as well as teachers’ competence and commitment in the absence of sufficient government supports and in resource-poor teaching environment. It additionally contends that
parents and guardians’ engagement in and assistance to SITE could be beneficial to children’s literacy learning. From the findings, this study finally emphasizes the
importance of close collaboration among school, teachers, and parents or guardians not only to promote successful implementation of the current literacy program but also to improve English literacy skills among Zambian learners.

Keywords: Primary Reading Programme (PRP), Step In To English (SITE), Zambia,
literacy policy, language choice in education, curriculum implementation