Chapter 3
Voices from the post-independence classroom
Language use and attitudes towards English in
Namibia
With its implementation as Namibia’s sole
official language, English also became the only medium of
instruction after mother tongue education during the first school
years. This generated advantages as well as disadvantages,
particularly in the educational sector, as English had – except in
the northern regions – hardly been used in Namibia until 1990. This
article discusses Namibia’s educational policy, assessing both
quantitative and qualitative data on the use of English and home
languages in the Namibian classroom. In this context, the results of
a quantitative questionnaire study are triangulated with the
analysis of qualitative interviews providing a more comprehensive
view on the linguistic situation in (English) classrooms in
post-Independence Namibia.
Article outline
- 1.Introduction
- 2.Namibia’s educational policy
- 3.Data collection and methodology
- 3.1Questionnaires and interviews
- 3.2Participants
- 3.3Settings
- 3.4Data collection and analysis
- 4.Language use and attitudes
- 4.1Learning English
- 4.2Medium of instruction
- 4.3Problems with English
- 4.4Proposed solutions?
- 4.5Summary and discussion
- 5.Conclusions
-
Notes
-
References
-
Appendix
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