Misdiagnosis: Mother Tongue Policy and Poor English in Malawian Schools

There are good reasons why many Malawians are happy with the new policy for English to be the language of instruction in Malawian public schools. We Malawians use proficiency in spoken English as a product of a good education. If somebody speaks good English, they are seen as being educated. In many cases that is quite true. The more years one spends in Malawian schools beyond primary and secondary schools, the better one's English becomes. 

But there are cases when that can be misleading. The test lies in knowing when it is accurate to equate English proficiency with good education, and when it is misleading. It is accurate to equate good spoken English with good education when the substance of what one is speaking shows reasoning and problem-solving skills. English can also be an accurate measure of one’s education when one is able to read and write proficiently, analyse information, and make informed decisions from that information.

In this very rare class every student had a textbook. 

But it should be pointed out that every language of the world has these same attributes that can be an accurate measure of a good education. That is why most successful countries continue to invest in their local languages. A good education should enable one to put one's education to meaningful use in their individual life and in contributing to society. A country can only develop when the majority of the population have access to the knowledge that matters in changing their lives and their communities. When that knowledge is tucked away in a language only a tiny elite can understand and utilise, society stagnates. There can be no meaningful, equitable development.

In the current debate on the language of instruction in Malawian schools, we are misdiagnosing the causes of what we see as low standards of education. We think education standards are low because students come out of the system not knowing how to speak English. And we think this is happening because in Standards 1-4 students are being taught in local Malawian languages, instead of English. This is a false analysis. Malawian students are unable to speak good English not because they use local languages in Standards 1-4, but rather because English, which is taught as a language right from Standard 1, is not being taught well enough. 

There is one main reason why government schools are failing to teach spoken English well: schools do not have enough textbooks. And this is a problem across all the subjects. Most Malawian students in government schools go through the entire primary school cycle without adequate opportunities to interact with books. Those who spend enough time studying Malawian classrooms in the public schools know that there are very few copies of prescribed textbooks. Many students spend the entire year without touching a textbook. And this is worse in the early grade years, Standards 1-3, where class sizes average 150-300 per teacher. 

Statistics from the Ministry of Education show that in 2013 there were 1,030,834 students in Standard 1 across the country. There were only 350,095 English textbooks. That's a rough average of three students sharing one textbook. But the reality is that many classrooms have far less textbooks due to inefficient distribution at the national level as well as at the school level. It is very common in Malawian schools to find textbooks locked up in a cupboard because the head teacher is afraid that the books will get damaged, and there will be no replacements the following year. There cannot be a worse paradox than this. It is simply not possible for a child to learn how to read and write without touching a book.

In this school these boxes of textbooks
remained unopened in the headteacher's office for a whole year while in the classrooms twenty students shared one textbook

In deciding that the solution should be the use of English for all subjects from Standard 1, we have misdiagnosed the problem and we have prescribed the wrong medication. The problem of overcrowded classrooms and inadequate teaching and learning resources has been going on since 1994. It has become such a chronic problem that it has created a generation whose spoken English, and whose general knowledge for that matter, does not measure up to previous generations. Worse still, it has affected the English proficiency of many primary school teachers themselves.

Unfortunately the misdiagnosis has created a fertile ground for insults and innuendo. Those arguing for mother tongue instruction have been labelled hypocrites who want English for their children only. When some Malawians hear "mother tongue" their minds understand that to mean "no English." It is a huge misunderstanding and Malawian language researchers have a lot of work to do to clarify the issue in a way that the public would understand and appreciate what is meant by mother tongue.

Malawian private schools use English as the language of instruction for every subject. Malawian languages are effectively banned. Most children in urban private schools speak very good English, something parents are rightly proud of. Children in urban areas are exposed to English, that is why they are able to pick it up at school. They are also exposed to multilingual contexts. Parents of children in rural Malawi would no doubt want their children to also be fluent in English as a global language of power and prestige. Nobody should deny them that desire. There is need for research into whether the good spoken English of children in private schools is translating into good reading and writing, reasoning skills, and problem-solving capacity.

Last year we learned that Chancellor College expelled nearly one third of its first year class, and LUANAR expelled close to one fifth. Some university lecturers commented that students were coming to university with perfect spoken English, but very poor reading, writing, reasoning and problem-solving skills. Strangely, these students were able to make it past the University Entrance Exams. The government’s statistics show that 91 percent of Malawian university students come from the top twenty percent of the wealthiest families. This means most of them are coming from expensive private schools.

This is a fertile area for language researchers. Most Malawians speak more than one language. We are a multilingual nation. It has been proven many times over that children who are proficient in more than one language show superior intellectual performance compared to monolingual children. But there are also many monolingual people who have superior skills in their field. Their societies have invested in their languages. Most countries invest in the development of mother tongue languages because there is a direct correlation between knowledge and development. While privileging one language of prestige is important, it should not be done at the expense of local languages, spoken by millions of people. We need to develop long term thinking for the future of the country with knowledge production as a central concern.

We need to improve the way we teach English as a subject right from Standard One. But we should invest in multilingualism as well. That is the practice in most countries where education is truly contributing to development. We need to make sure there are enough textbooks for both students and teachers. We need to make sure there are enough resources for teaching not only English, but all subjects. And we need to improve the teaching of English in the teacher training colleges. We need to think more broadly about the millions of Malawians in rural areas who are craving knowledge that would transform their lives and their communities.

* A version of this post first appeared on the 'My Turn' page of The Nation of 5th and 8th September, 2014 as part I and II respectively, under a different title.

In defense of Malawian languages: The case for multilingualism in our schools

Thanks to students majoring in Education at the University of Malawi’s Chancellor College, the Ministry of Education’s decision for English to be the language of instruction starting from Standard One has become a national debate. I would like to congratulate the students for their active participation in a matter of national significance.

The significance of this issue goes beyond the classroom. It is about national development, national identity, and national aspirations. And as the students have emphatically argued, it is also about class and social inequality. This is why the matter of language of instruction in schools awakens latent passions that lie deep down our hearts.

Thus far the debate has been restricted to the merits and demerits of English as the language of instruction from Standard One. What has not been discussed yet is the process the Ministry of Education has used to come up with the declaration, in the first place. While the main justification for the declaration, as quoted in the media, has centred around the importance of spoken English and grammar, that is not the whole story.

Young children exhibit remarkable creativity

As the Minister of Education, Dr. Lucius Kanyumba explained, the declaration is based on the New Education Act, 2012, which replaced the old Education Act of 1962. The process to come up with the New Education Act goes back to 2002, when the Ministry of Education requested the Law Commission to review the 1962 Education Act and come up with a new one. In August 2003 the government instituted the Special Law Commission, which undertook the task of reviewing the country’s laws.

The Special Law Commission embarked on wide consultations, including inviting submissions from various stakeholders on various aspects of the country’s laws. The issue of language of instruction in public schools came up during these consultations. A larger debate was going on amongst Malawians on the place of Chichewa as the national language, and the effects of having a national language on minority languages. There were those who argued that rather than having a Malawian language as a national language, giving it superiority over other languages, English would be an ideal alternative as a neutral foreign language.

By the time the Law Commission finished its work in 2010, it had drafted the New Education Act. The Commission issued a report titled “Report of the Law Commission on the Review of Education Act”, which was released in March of that year. One of its recommendations was the use of English as the language of instruction in schools. The report was silent on the rationale for this recommendation.

The issue of language of instruction is found in Section 78 of the New Education Act, which has two subsections 1 and 2. Subsection (1) is unequivocal in mandating English as the language of instruction. However it does not mention that this should be from Standard One. Subsection (2) is less unequivocal. It says “Without prejudice to the generality of subsection (1), the Minister may, by notice published in the Gazette prescribe the language of instruction in schools.” The use of the word “may” is somewhat circumspect, but the Minister has obviously used powers vested in his office to make the prescription, including the declaration that this should start in Standard One.

In making the declaration, the Ministry of Education has pleased sections of Malawian society who use proficiency in spoken English as a proxy for quality education. But this prescription goes against global trends and volumes of research findings that argue for the importance of mother tongue in the development of cognitive skills. That said, it is understandable why many parents view good spoken English as representative of quality education. There is a lot of prestige attached to English, and it gives one a global passport. It is an important language that bestows glamour on those who speak it.

What gets buried inside the debate is the recommendation for bilingual instruction, the practice of teaching in the mother tongue while introducing one other or more languages. The Chancellor College students are very right in arguing that children who develop a deeper functionality in their first language find it easier to learn a second language.

Teachers and lecturers in our secondary schools and universities are observing a trend in which students from private schools speak perfect English, but their reasoning, writing and problem-solving skills are not well developed. This is even as the Independent Schools Association of Malawi (ISAMA) is reporting reporting that 80 percent of students selected to Malawian universities are coming from private schools.

Language researchers have also found that children who speak more than one language exhibit better academic performance than children who know only one language, regardless of what that language is. This is why our language of instruction policy needs to promote multilingualism, and not monolingualism. Just a generation ago most Malawians were multi-lingual, speaking two or more languages on average. Today’s generation knows two languages, English and Chichewa, on average. If we do not enact policies to develop our local languages, the coming generations of Malawians will be reduced to only one language, English.

Monolingualism encourages insularity, a restricted worldview in which the only knowledge available to one is from one linguistic source. The danger with the new policy, as it stands, is the damage it can potentially cause to Malawian languages. The new policy will mean that as a country we will allocate more resources to English at the expense of nurturing and developing local languages.

Language familiarity facilitates expression in children

As the students have eloquently argued, this will benefit the children of the elites while disadvantaging children from poor families. But it must also be pointed out that this inequality is already prevalent with children of wealthy Malawians able to attend better schools than children of poor Malawians. Those of us who went to school in the 1970s and 1980s had Chichewa as the language of instruction in the early standards. We learned English as a subject. And our English proficiency has turned out to be alright.

Contrary to popular opinion, all languages have an inherent capacity to evolve and grow. Human knowledge has developed from the thousands of languages spoken across histories and geographies rather than from one language alone. Languages grow based on how much knowledge is generated in that language, and how much resources are being allocated to it.

Language is more than communication. It is about identity and cultural pride. It is also about national development. One key reason why our country registers slow growth and development is because new research and knowledge are predominantly in a language only few Malawians use. Our local languages are deprived of new knowledges which remain beyond the acquisition of the majority of our people.

The majority of our people remain poor and disempowered because they are denied an opportunity to participate in knowledge-making processes due to language policies that denigrate a core aspect of our identity. It is for these reasons that we must come up with language policies that promote greater knowledge-making, national confidence and civic participation amongst our people, without depriving them of knowledge available through foreign languages. This is why we must promote multilingualism, and not English only.

Note: A version of this article appeared in the Sunday Times edition of Sunday 23rd March, 2014