Language ideology, policy and classroom practices in Oshiwambo speaking areas, Northern Namibia
Bibliographic Data
| ID | 22037560 |
|---|---|
| Authors | Kristof Iipinge (0009-0008-2512-0910, University of Namibia), Felix Banda (0000-0002-1956-4418, University of the Western Cape) |
| Year | 2020 |
| Volume | 7 |
| Issue | 3 |
| Publication date | 2020-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Multilingual Margins A journal of multilingualism from the periphery (JOURNAL) |
| Journal identifiers | ISSN: 2221-4216 • E-ISSN: 2663-4848 |
| Publisher | University of the Western Cape Library Service (PUBLISHER) |
| DOI | 10.14426/mm.v7i3.1423 |
| OpenAlex | W4388864070 |
| Language | EN |
| Citations received | 6 |
| References cited | 8 |
The study problematized language ideologies and policy to explore the efficacy of using English as the Language of Learning and Teaching (LOLT) among Oshiwambo speaking learners in the Omusati region of Northern Namibia. Focus group interviews with ESL teachers, interviews with the English Head of Departments (HODs), classroom observations and informal chats with the grade 12 learners were carried out at six secondary schools. The study finds that students struggle to partake in meaningful classroom interaction and to comprehend instruction and content in English. Although students may express themselves better in Oshiwambo, they are not allowed. Some ESL teachers would use Oshiwambo to maintain order in class, but avoid using Oshiwambo to help struggling learners believing this would negatively impact learners’ English proficiency. Some ESL teachers were also found to blame ESL content subject teachers for learners’ poor English proficiency, as they used Oshiwambo in class to teach and explain content. We conclude that ESL classroom practice is teacher-centred by default, and students are muted as they find themselves with no voice to express themselves efficiently and efficaciously, and deaf to classroom content delivered in an unfamiliar language, English
Blame · English language · Ideology · Mathematics education · Pedagogy · Political science · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
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Assessing the Relevance of the 1992 Namibian Language in Education Policy (NLiEP) Document
Sociolinguistic developments in Windhoek
English lingua franca as a language of learning and teaching in northern Namibia
Epistemological access through lecture materials in multiple modes and language varieties
Translanguaging and English-African language mother tongues as linguistic dispensation in teaching and learning in a black township school in Cape Town
A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice
Rethinking the place of African indigenous languages in African education
Defying monolingual education
Pathways and Labyrinths
Educational Research
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |