Demographic Factors and Second Language Learning: What Motivates Children to Learn Another Language in the South of the Sahara?

Abstract

Research shows that attitude and motivation are the primary impetus towards second language (L2) learning. However, there are differences among learners regarding their attitude and motivation towards the target language as learners’ backgrounds are diverse. This article explains how demographic factors affect children’s attitudes and motivation towards English in the South of the Sahara, drawing from case study research conducted in Zanzibar-Tanzania. The Attitude-Motivation Battery tool by Gardner (2004) was used to generate data from 400 Grade Six pupils in Zanzibar. Data were analysed through SPSS, version 26, to develop correlations between variables; i.e., age, sex, parents’ support, area of residence and parents’ occupation. The study revealed that most pupils had an affirmative attitude towards English. There is a significant relationship between pupils’ attitudes and parents’ support (0.001), area of residence (0.001) and pupils’ attitudes. Also, there is a significant relationship between pupils’ motivation and area of residence (0.001) and parents’ support (0.001). Children’s motivation to learn English is more instrumentally triggered than intrinsic. Other factors like age and parents’ occupation did not affect pupil’s attitudes and motivation towards English. Therefore, language policies and the curriculum should be developed based on children’s aspirations. Also, L2 scaffolds should be designed based on learners’ diversities in resources and geographical backgrounds.