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The Implementation of the Namibian Language Policy in Education: Lower Primary Grades and Pre-Service Teacher Education

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The Implementation of the Namibian Language Policy in Education: Lower Primary Grades and Pre-Service Teacher Education NAMIBIA EDUCATIONAL RESEARCH ASSOCIATION The implementation of the Namibian language policy in education: Lower primary grades and pre- service teacher education Report on language policy research compiled by Karsten Legère, Richard Trewby and Mariana van Graan October 2000 Namibian school language policy research report i The implementation of the Namibian language policy in education: Lower Primary Grades and pre-service teacher education Foreword iii Acknowledgements ..................................................................................................iv Abbreviations v Executive summary ..................................................................................................vi 1. Background 1 1.1 Linguistic Situation and Language Policy...........................................................1 1.2 Education and Languages as MOI and Subjects ...............................................11 2. The Research......................................................................................................26 2.1 Statement of the problem...................................................................................26 2.2 Theoretical and conceptual framework .............................................................30 2.2.1 Language policy and language in education.......................................30 2.2.2 Definition of terms..............................................................................32 2.3 Literature review................................................................................................36 2.3.1 Language policy .................................................................................36 2.3.2 Language and education in the Lower Primary phase........................38 2.3.3 Languages in Lower Primary education in Namibia..........................43 2.3.4 Literacy teaching ................................................................................47 2.3.5 Learner-centred education ..................................................................47 2.3.6 Pre-service teacher education .............................................................48 3. Presentation of research studies Sub-study A: The choice of language as medium of instruction .......................51 1. Aims and purpose, limitations.................................................................51 2. Methodology............................................................................................51 3. Data and discussion of findings...............................................................52 4. Recommendations ...................................................................................63 5. Conclusion...............................................................................................63 Sub-study B: Language skills in Lower Primary schools in Ondangwa Educational Regions. Achievements and problems* ...............64 1. Background..............................................................................................64 2. Instruments ..............................................................................................66 2.1 For writing skills........................................................................66 2.2 For reading skills .......................................................................69 3. Discussion of the test results ...................................................................70 3.1 Writing test - dictation of words and word groups....................70 3.2 Creative writing test - composition ...........................................77 3.3 Handwriting...............................................................................84 4. Assessment and further discussion of results ..........................................85 Namibian school language policy research report ii 5. The role of the class teacher ....................................................................88 6. Medium of instruction vs. mother tongue ...............................................90 7. Recommendations ...................................................................................93 8. Conclusion...............................................................................................94 Sub-study C: Student teacher preparation for literacy development in the Lower Primary Phase of formal schooling................................96 1. Introduction .............................................................................................96 2. Statement of the problem.........................................................................97 3. Goal of the study......................................................................................97 4. Methodology............................................................................................97 5. Research design .......................................................................................97 6. Target groups...........................................................................................98 7. Data collection techniques and resource persons ....................................98 8. Data analysis and the dialogue process .................................................100 9.Discussion of the findings ......................................................................101 10. Recommendations ...............................................................................111 11. Conclusion...........................................................................................113 References………………………………………………………………………..115 APPENDIX A: REPORTS ON SCHOOL VISITS..............................................122 APPENDIX B: Number of teachers speaking the dominant language in schools130 APPENDIX C: Word list for writing test (dictation) ...........................................132 APPENDIX D: Illustrations from NLP publications used for stimulating creative writing..........................................................................................133 APPENDIX E: SOME DATA COLLECTION INSTRUMENTS.......................134 APPENDIX F: SAMPLES OF LEARNERS WRITING.....................................142 APPENDIX G: Handwriting samples ..................................................................148 Namibian school language policy research report iii Foreword In 1998, the Namibia Educational Research Association (NERA) was approached by the then coordinator of the Educational Research Network in Eastern and Southern Africa (ERNESA), Dr P. T. M. Marope, to invite NERA to participate in a regional policy research project, which was being funded by The Government of the Netherlands through its Embassy in Harare. Realising that this was a great opportunity to contribute to the debate on language policy, and with a view to presenting the findings to the Presidential Commission on Education, Culture and Training which was then being established, NERA immediately agreed to present a proposal for consideration. Two members of NERA, Professor Karsten Legère and Mr Richard Trewby from the University of Namibia, prepared a proposal on language policy, after discussions with the Research Unit of the National Institute for Educational Development (NIED). The Research Unit of NIED had already planned a research project on language issues in Lower Primary pre-service teacher training and they agreed to cooperate on the language policy project. This Report is the result of their work and NERA hopes that it will contribute significantly to the formulation of appropriate policies for language in education in Namibia. On behalf of NERA, I would like to congratulate Mariana, Richard and Karsten for the job well done. We also would like to thank ERNESA for the opportunity accorded to NERA to participate in this important Project. Prof R K Auala Chairperson of NERA Dean, Faculty of Education Namibian school language policy research report iv Acknowledgements The authors express their gratitude to ERNESA which has provided the necessary funding (via NERA) for conducting the research, and has provided much guidance and support in preparing this report. Our thanks are also due to the management of the Colleges of Education, regional education offices and the schools, who permitted us to interview them and their staff, and supported us in our research. Without the help of the teacher educators and teachers who patiently answered our questions, allowed us into their classrooms and provided us with much information, it would not have been possible to conduct this research. We owe a big debt of gratitude to them and trust that this study will bring them some benefits in their work. We would also like to thank those who collaborated with us in the study and in collecting and analysing data, Selma Imene, Gerry Tjipueja and Raphael Mbala of the NIED in Okahandja, and Liina Nantinda and Samuel Elago from the University of Namibia. There are many people in the University of Namibia (UNAM) and NIED with whom we discussed the original proposal for research and our findings. Their comments, criticisms and suggestions have contributed towards the final version of this report. The final responsibility for the conclusions, opinions and recommendations which this report contains remains with the undersigned. Karsten Legère Richard Trewby Mariana Van Graan Namibian school language policy research report v ABBREVIATIONS BETD - Basic Education Teachers Diploma BES - Basic Education Support CE - College of Education CES - Centre for External Studies DEAL - Diploma in Education
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