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The study investigated perceptions of teachers, pupils and parents towards using Chinyanja as a medium of instruction in Lusaka district. A case study design was used to collect data. The study sample comprised 30 teachers, 30 parents and 63 parents. The study established that teachers perceived Chinyanja as beneficial to the pupils in the early stages of literacy development because it enhanced increased teacher-pupil interaction in the learning process. This study also established that pupils do not support learning in Chinyanja because they are not proud of it and they are not proficient in Chinyanja used in class. With parents, they regarded using Chinyanja as a medium of instruction as retrogressive and not beneficial to their children in acquiring future success in different life endeavours.

international journal of humanities, social sciences and education

Teachers’, Pupils’ and Parents’ Perceptions on the use of Chinyanja as a Medium of Instruction in Selected Lower Primary Schools in Lusaka District, Zambia