English Language Teaching in Zambia occupies a central role in the country’s education system. As the official language and primary medium of instruction across all levels—from early childhood to tertiary education, English serves as a gateway to academic success, economic participation, and social mobility.
However, Zambia’s vast linguistic and cultural diversity presents serious challenges to this model. Most learners speak Indigenous languages at home and begin schooling with little or no exposure to English. This creates a disconnect between students’ linguistic realities and the classroom language of instruction.
In this article, we examine how English Language Teaching in Zambia continues to reflect colonial legacies while showcasing promising adaptations that draw on local culture, language, and knowledge systems. Grounded in postcolonial theory and culturally relevant pedagogy, this discussion explores both the constraints and possibilities shaping the teaching of English in multilingual Zambian classrooms.
1. Colonial Roots of English Language Teaching in Zambia
The prominence of English in Zambian schools is rooted in colonial history. Under British rule, education was designed to serve administrative needs and assert colonial authority. English was imposed as the language of governance, schooling, and upward mobility, while Indigenous languages were marginalized.
Even after Zambia gained independence in 1964, this linguistic hierarchy persisted. The 2023 Zambian Education Curriculum Framework continues to designate English as the official medium of instruction at all educational levels.
This framework allows local languages to be used for clarifying concepts, but English remains dominant, particularly in examinations and formal assessments. As a result, many students—especially those from rural areas—experience English not as a language of empowerment, but as a barrier to learning and academic progression.
2. Multilingual Challenges in Zambian Classrooms
English Language Teaching in Zambia faces unique challenges due to the country’s multilingual landscape. With over 70 Indigenous languages spoken across the nation, many students enter school speaking only their mother tongue. English is often their second or third language, encountered primarily in school settings.
Teachers must therefore juggle multiple responsibilities: introducing complex English language structures, bridging cultural gaps, and ensuring comprehension across a linguistically diverse student body. These challenges are further exacerbated by large class sizes, limited resources, and an exam-oriented curriculum that often sidelines communicative and culturally relevant teaching.
3. Teaching Methods in English Language Classrooms
To meet these challenges, Zambian teachers employ a blend of traditional and contemporary teaching approaches. Commonly reported methods include:
- Grammar-Translation Method – Focuses on translating between English and local languages to teach grammar rules and vocabulary. This method, though traditional, is still widely used due to its familiarity and perceived precision.
- Communicative Language Teaching (CLT) – Prioritizes real-world communication, helping students develop functional language skills.
- Task-Based Learning (TBL) – Engages students in meaningful tasks that promote practical language use.
- Teacher Exposition (Lecture Method) – Still prevalent, especially in overcrowded classrooms where interactive methods are harder to implement.
While Communicative Language Teaching in Zambia is gaining momentum, traditional methods remain dominant in many areas, reflecting the persistent legacy of colonial educational structures.
4. Adapting to Cultural Contexts: A Promising Turn
One of the most promising developments in English Language Teaching in Zambia is the increased use of Culturally Relevant Pedagogy (CRP). CRP emphasizes teaching strategies that are responsive to students’ cultural backgrounds and lived experiences. Teachers interviewed in recent studies reported using proverbs, folktales, traditional ceremonies, and even local songs to enrich language learning.
For example, teachers use local idioms to explain abstract English concepts or assign composition topics based on familiar cultural events. Storytelling, particularly in Indigenous languages followed by English translation, was also identified as a powerful tool for engaging learners.
These culturally responsive strategies not only enhance student participation but also challenge the marginalization of Indigenous knowledge in the classroom. They create what some scholars describe as a “third space”—where African and Western pedagogies coexist and inform one another.
5. Challenges to Implementing Culturally Responsive ELT
Despite the promising shift toward cultural relevance, teachers face systemic challenges. Large class sizes, inadequate textbooks, insufficient training in modern teaching methods, and the pressure of standardized exams all limit the full implementation of CRP.
Furthermore, the linguistic diversity that enriches Zambia’s culture also complicates uniform instruction. A proverb familiar to one student may be meaningless to another from a different region. Teachers often struggle to accommodate such diversity while still meeting national curriculum objectives.
These challenges underscore the need for a more supportive policy environment—one that acknowledges the cultural and linguistic realities of students rather than perpetuating outdated colonial frameworks.
6. English Language Teaching in Zambia and Postcolonial Theory
From a postcolonial perspective, English Language Teaching in Zambia can be seen as a continuation of cultural imperialism if it fails to incorporate Indigenous languages and perspectives. Scholars like Ngũgĩ wa Thiong’o argue that colonial languages have been used to alienate African learners from their cultural roots, positioning English as the sole gateway to knowledge and power.
In Zambia, teachers are resisting this dynamic by embedding cultural content into English instruction. However, to truly decolonize education, these efforts must be institutionalized through curriculum reform, teacher training, and inclusive language policies that recognize Zambia’s multilingual heritage.
7. Recommendations for Culturally Inclusive ELT
To improve English Language Teaching in Zambia and ensure it is both effective and culturally responsive, the following actions are recommended:
- Policy Reform: Develop bilingual education policies that promote both English proficiency and Indigenous language literacy.
- Curriculum Review: Reduce the focus on rote learning and exams; instead, emphasize communicative competence and local content.
- Teacher Training: Provide professional development in CRP, CLT, and multilingual classroom management.
- Resource Allocation: Ensure all schools—especially in rural areas—are equipped with teaching materials that reflect local contexts.
8. Conclusion: Reimagining ELT for a Multilingual Zambia
English Language Teaching in Zambia is not just about language, it is about power, identity, and inclusion. While English remains a vital tool for global engagement, it must be taught in a way that respects and reflects Zambia’s rich cultural tapestry.
Teachers across the country are already leading the way by incorporating local knowledge into their classrooms, but they need support from policy and curriculum designers to scale these efforts.
For Zambia to move forward, English must no longer be taught as a colonial inheritance, but as a language that can co-exist with and complement Indigenous ways of knowing. Only then can the classroom become a space of both linguistic empowerment and cultural affirmation.
