Learning literacy in a familiar language: Comparing reading and comprehension competence in Bemba in two contrasting settings in Northern Zambia

The latest language in education policy in Zambia is to use a ‘familiar’ language in the initial stages of education before transitioning into a regional and later foreign language medium. Investigating the use of a familiar language – Namwanga – in Northern Zambia, in the context of a regional language – Bemba – the paper shows that learning of literacy in the regional language is better supported by classrooms that allow free use of the ‘home’ language or mother tongue. Results from a reading and comprehension task shows no hindrance to the achievement of reading fluency in a regional language when a familiar language is encouraged in the classroom. The paper provides support for multi-literacies developed through languages learners are exposed to in their environment rather than a foreign language.