Effective early literacy instruction in Southern Malawi

Knowing how to read is the foundation for future learning, yet in Malawi literacy levels are low. Attempts to improve literacy in sub-Saharan Africa have often targeted teachers and the instructional methods they use. In 2007, Malawi introduced a new primary curriculum, which like many recent initiatives, emphasized child-centered teaching practices, as well as whole language literacy instruction. Of concern, these reforms often treat teachers as passive actors in the classroom; they fail to recognize that teachers' beliefs and understandings impact how they teach and that the classroom environment influences their uptake of reforms. Thus, the purpose of my research is to explore the following: (1) What does literacy instruction in early primary classrooms in Malawi look like? (2) What conditions and circumstances inhibit teachers' abilities to be effective literacy instructors? (3) What do teachers believe constitutes effective literacy instruction? (4) How well do the conditions under which teachers teach and their beliefs about literacy instruction align with the visions and expectations of the Ministry of Education, Science, and Technology (MOEST)?

Interviews and observations with 47 teachers were used to investigate their beliefs about literacy instruction and their perceptions of the barriers to teaching. A questionnaire administered to 214 teachers in Southern Malawi provided breadth to these findings. Finally, to compare how well these beliefs and conditions align with the expectations of the MOEST, I analyzed relevant documents and curriculum materials. I found that there is a disconnect between teachers' beliefs about effective instruction, the Malawian teaching environment, and the expectations of the MOEST. This misalignment is likely hindering literacy improvements. For example, whole language learning contradicts teachers' preferences for syllable-based teaching, and large classes make executing the new curriculum difficult. In actuality, teachers are teaching no differently than they did decades ago: repetition and copying remain the principal teaching methods. These findings suggest the need to consider both teachers' beliefs and the teaching environment prior to designing reforms. It is ultimately the teacher who enacts these initiatives, so it is essential to understand how they might be received by her and implemented in her classroom.