Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom. / English Studies / D. Litt. et Phil. (English)

Within the multilingual context of Zambia, Grade Ten Literature in English language pedagogy could incorporate the learners’ language and culture to help enrich participation and facilitate understanding of concepts among the learners who are in the foundational year of the literature course. However, current Literature in English language pedagogy is characterized by a monolingual practice with English dominating the literature learning/teaching classroom space – thus rendering the learners’ local linguistic and cultural knowledge impotent. To remedy the situation, the study investigated a dominant local language – Bemba – for a linguistic genre suitable for use in Literature in English language pedagogy. Archival retrieval and live recording of Bemba oral traditional narratives produced the initial research data. Transcription and translation techniques created an anthology from which a bilingual resource (BR) was derived. The BR was then trialled among Grade Ten Literature in English language learners in schools in the Copperbelt province of Zambia. Focus group discussions by participants generated evaluative data whose analysis using qualitative techniques indicate that learners responded positively to the bilingual materials and approach. Teachers were equally enthusiastic, describing the bilingual approach to Literature in English language pedagogy as unique, innovative and liberating. A Linguistic Synergy theory was thus developed to account for teachers’ and learners’ experiences in a bilingual Literature in English classroom. / English Studies / D. Litt. et Phil. (English)