Integrating a familiar language with medium of instruction in learning of mathematics at school certificate level

This study explores the impact of integrating Bemba, a widely spoken familiar language in Zambia, with English as the medium of instruction for teaching mathematics at the school certificate level. Conducted at Luanshya Girls’ Secondary School in the Copperbelt's Luanshya district, this research employs a case study design involving 97 pupils and 10 mathematics educators. Data collection involved questionnaires, interview schedules, and test results. Quantitative data was analyzed using SPSS (version 20) and Excel, while qualitative data underwent thematic analysis, complemented by frequencies and percentages for interpretation. Rigorous testing methods confirmed the reliability and validity of research instruments. The findings highlight the positive impact of integrating Bemba with English, facilitating knowledge acquisition, increasing student engagement, and improving the teaching-learning dynamic. However, the study acknowledges potential challenges for students and educators in regions where Bemba is not prevalent due to language barriers. Concerns about resource availability and international recognition of the integrated language are also recognized.