Consequences of ideology and policy in the English second language classroom: The case of Oshiwambo-speaking students in Namibia

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dc.contributor.advisorDyers, Charlyn
dc.contributor.advisorBanda, Felix
dc.contributor.authorIipinge, Kristof
dc.date.accessioned2018-08-08T13:41:43Z
dc.date.accessioned2024-03-27T09:17:55Z
dc.date.available2018-08-08T13:41:43Z
dc.date.available2024-03-27T09:17:55Z
dc.date.issued2018
dc.descriptionPhilosophiae Doctor - PhD (Linguistics, Language and Communication)
dc.description.abstractAt independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.
dc.identifier.urihttps://hdl.handle.net/10566/9992
dc.language.isoen
dc.publisherUniversity of the Western Cape
dc.rights.holderUniversity of the Western Cape
dc.subjectNamibia
dc.subjectOshiwambo
dc.subjectLanguage policy
dc.subjectLanguage ideologies
dc.subjectEnglish language proficiency
dc.subjectMultilingualism
dc.subjectTranslanguaging
dc.subjectSecondary school learners
dc.subjectEnglish second language (ESL)
dc.titleConsequences of ideology and policy in the English second language classroom: The case of Oshiwambo-speaking students in Namibia

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Philosophiae Doctor - PhD (Linguistics, Language and Communication)