Language-in-Education Policy of Malawi: Planning Gaps and Implementation Challenges for Primary Education

Abstract

This study examined the planning and implementation of Malawi’s Chichewa–English language policy in public primary schools, focusing on how preparatory procedures influenced its enactment. Guided by Haddad and Demsky’s seven-step policy framework, the research used a qualitative case study approach, drawing on semi-structured interviews and classroom observations in rural and urban schools. Findings revealed weaknesses in technical knowledge, resource provision, stakeholder engagement and institutional stability. Many implementers misunderstood the policy, lacked clear guidelines, and inconsistently applied it. Teacher shortages and limited multilingual skills hindered achievement, exacerbated by insufficient materials and a lack of documentation. Stakeholder participation was limited, with frontline actors excluded from policy formulation and training, while politicisation restricted involvement. Political changes disrupted continuity, prioritising political agendas over pedagogy. These challenges arose from a top- down, poorly researched planning process that created gaps between policy and practice. The study recommended evidence-based preparation, inclusive consultation, coordinated resource allocation, and stable leadership to strengthen language-in-education policies in multilingual, resource-limited settings.

Keywords: Chichewa, English, language-in-education policy, Malawi, primary education

DOI: 10.56279/jlle.v19i2.6