Challenges Teachers Face When Teaching Literacy in Kikaonde Language, a Mother Tongue, in Selected Primary Schools of Solwezi District, Zambia

Background The primary literacy literacy programme, a Zambian Literacy programme, has been implemented using local languages as a medium of instruction for the past 10 years, yet teachers still face challenges teaching it. Objectives The objective of the research was to investigate challenges teachers in Solwezi District, Zambia were facing in teaching literacy in grade one classrooms using the Primary Literacy Programme (PLP). Method The study used a case study design, employed the interpretivism paradigm, with a sample of 15 teachers from six schools purposively sampled for interviews and lesson observations. Results The results revealed that teachers were facing several challenges teaching literacy in grade one classrooms such as having trouble covering all the content of a literacy lesson in one hour, challenges in teaching literacy because some learners in the urban part of Solwezi had difficulties in understanding Kikaonde language, the medium of instruction and absenteeism by some learners. The study suggests the review of the one-hour literacy lesson’s content to address the issue of insufficient time and engage stakeholders over learner absenteeism. Implications of the findings are discussed.