Evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana region
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Authors
Ausiku, Justus Kashindi
Issue Date
2010-02
Type
Dissertation
Language
en
Keywords
Language policy , Bilingualism , Language proficiency , Mother tongue , Cognitive development and language policy evaluation model , African language , Language preference , Language practice , Language attitudes , Home language
Alternative Title
Abstract
After independence, in 1990, the government of the Republic of Namibia perceived the need to replace
the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new
Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is
to evaluate the implementation of this policy in the upper primary schools in Oshana Region.
The findings of the study were analysed according to relevant literature to determine if they were in
line with the theories of language policy evaluation. At least five major findings emerged from this
study that are described in relation to relevant themes, namely; home language, language preferences,
language practices, policy awareness and government support. The study revealed that the majority of
learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In
addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers.
Furthermore, the study revealed that the majority of learners, teachers and principals preferred English
as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the
LoLT, both teachers and learners are still struggling to communicate in English. In general, successful
communication often takes place in Oshiwambo. The study revealed that the majority of teachers,
learners and parents are neither aware of the new LiEP nor were they consulted prior to its
implementation. In addition, the LiEP related materials are not available in most of the schools.
Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in
African languages. This shortage of textbooks prevents teachers from giving adequate homework to
learners. Consequently, the LiEP cannot be successfully implemented.
A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use
of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo
dialects. Ongoing consultation and awareness should be a vital part of the review process.
Description
Citation
Ausiku, Justus Kashindi (2010) An evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana region, University of South Africa, Pretoria, <http://hdl.handle.net/10500/4050>