Abstract

This thesis explores the choice and use of Malawian local languages as media of instruction in the national adult literacy programme. Literature suggests that the best medium of instruction for adult literacy, just like initial education, is the mother tongue. This study, therefore, sought to test this hypothesis among the Yawo in selected areas in Zomba amidst reports that the Malawi national adult literacy programme was going to change the medium of instruction from the national language to mother tongue. The study attempted to ascertain the problems the adult learners who speak minority languages such as Ciyawo, face when and after acquiring literacy in Chichewa. It also investigated the language(s) that Yawo adult learners would prefer to be media of instruction in their areas. The data for this study was collected and analysed using both qualitative and quantitative approachess. The discussion of the results exploited Bourdieu’s linguistic capital and markets theory. The findings show that the Yawo adult learners under study do not face serious challenges due to the use of Chichewa as a medium of instruction. Also they indicate that given adequate opportunities, the Yawo adult learners have the potential to transfer their literacy skills from Chichewa to Ciyawo. Furthermore, the findings show that these learners prefer Chichewa as a medium of instruction to Ciyawo and that there are no circumstances in which they would prefer the use of Ciyawo as a medium of instruction. This thesis principally contends that for an appropriate policy on language of instruction in adult literacy in Malawi to be formulated, there is need to conduct country-wide and thorough socio-linguistic surveys to underpin the identification and use of any local language in the programme.

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School	: School of Humanities and Social Sciences
Issued Date	: 2010

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