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Reading research in English has been very influential in the field of reading on theoretical models of reading as well as reading methodology. However, in recent years many voices have been raised against relying on findings in a language which has an atypical orthography as we discuss below (see Share, 2008, for a detailed review). It is, therefore, argued that language specific properties such as the phonological and morphological features that influence orthographies need to be considered. Furthermore, the social-cultural and economic contexts in which teaching of learning is taking place also need to be taken into consideration. In Zambia, the colonial legacy of English is all pervasive in the education system. In particular, the teaching of Zambian Bantu languages has been largely influenced by methods from English and the syllabi reflect features that one would normally associate with English second language methodology. The low status of local languages has meant that few students venture into specialising in African languages at university level, thus creating a shortage of experts who might counter the insidious effects of English on the teaching of local languages.

Theorectical Reflections on the Teaching of Literacy in Zambian Bantu Languages