Instructional strategies used by teachers in multilingual classes to help non-speakers of the language of instruction learn initial reading skills in Zambia

Pedagogical strategies intended for monolingual classes may not adequately address the educational needs and aspirations of culturally and linguistically diverse learners, as multilingual and bilingual learners differ from monolinguals. This article sought to understand multilingual teachers’ pedagogical approaches to helping non-speakers of the language of instruction learn initial reading (decoding) skills in diverse classes of Lusaka District of Zambia. Qualitative data was collected through face-to-face interviews, focus groups, and lesson observations with 23 Grade One teachers. Data collected were transcribed and qualitative content analysis was performed through a meaning condensation process. Findings of the study revealed that teachers in multilingual classes used translanguaging, bilingual materials, remediation and reading interventions strategies to teach literacy among early graders. Further, parents, multilingual teachers, and bilingual learners were also used as resources in multilingual classes. The study recommended that the government should develop and implement a strong simultaneous bilingual or multilingual literacy programme to reflect community languages and avoid imposing monoglossic language ideologies across schools. Early grade teachers should be allowed to use diverse pedagogical approaches in the teaching of reading in multilingual classes within the mainstream curriculum.