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Relevant bibliographies by topics / English language, Study and teaching. Namibia

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Journal articles

Academic literature on the topic 'English language, Study and teaching. Namibia'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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Journal articles on the topic "English language, Study and teaching. Namibia"

1

Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.

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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibi

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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.

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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings r

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Ngololo, Elizabeth N., and Haaveshe Nekongo-Nielsen. "Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia." International Education Studies 10, no. 11 (2017): 155. http://dx.doi.org/10.5539/ies.v10n11p155.

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The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of

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Mbukusa, Nchindo Richardson. "Perceptions of students’ on the Use of WhatsApp in Teaching Methods of English as Second Language at the University of Namibia." Journal of Curriculum and Teaching 7, no. 2 (2018): 112. http://dx.doi.org/10.5430/jct.v7n2p112.

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Recently, electronic mobile devices have been widely used for attaining knowledge, asking questions and retrievinginformation. Mobile devices and their features have been in the glare of publicity for educational purposes. TheWhatsApp application instant messaging platform has become the most popular mobile device application regarded asone of the teaching and learning styles that facilitate collaborative learning as students are beaming with ownsmartphones.Nowadays, it is challenging to help students raise their interest in learning. Thus WhatsApp presents itself as one of theinventive teachi

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5

Buschfeld, Sarah, and Alexander Kautzsch. "English in Namibia." English World-Wide 35, no. 2 (2014): 121–60. http://dx.doi.org/10.1075/eww.35.2.01bus.

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Even though Namibia was never under direct British rule, it has been a country with English as the de jure official language since 1990, the year of independence from South Africa. Surprisingly, the de facto role of English in Namibia has to date not been systematically and comprehensively investigated within the framework of World Englishes. This is a gap the present paper seeks to address. To this end, part one of our study provides insights drawn from a questionnaire-based inquiry into language use in the different domains of private and public life, questions of linguistic and cultural ide

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6

Moser, Kelly, Daina Zhu, Ha Nguyen, and Emily Williams. "Teaching English Language Learners." International Journal of Teacher Education and Professional Development 1, no. 1 (2018): 58–75. http://dx.doi.org/10.4018/ijtepd.2018010105.

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English language learners (ELLs) are increasingly placed in classes with mainstream teachers lacking training and experience to teach diverse populations. Rural areas are being characterized by a growing number of ELLs, challenges to attract and retain qualified educators, and budgetary constraints. One solution to this quandary is to provide all teachers with ELL-related knowledge and skills prior to certification. The purpose of this article was to explore the experiences of secondary preservice teachers across a variety of disciplines in a rural teacher education program as they learned abo

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Goh, Rachel, and Yanping Fang. "Improving English language teaching through lesson study." International Journal for Lesson and Learning Studies 6, no. 2 (2017): 135–50. http://dx.doi.org/10.1108/ijlls-11-2015-0037.

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Purpose The purpose of this paper is to report on how a grade level team in a Singapore primary school used lesson study to mediate the implementation of the English language national curriculum. It aims to explore how this process had mobilised different teachers’ knowledge, challenged their beliefs of teaching and student learning, and created impact on their learning and knowledge. Design/methodology/approach An interpretive qualitative study using a case study methodology was employed. Data collected included participant observations and individual interviews. Transcripts of lesson study d

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Sadat-Tehrani, Nima. "Teaching English Stress: A Case Study." TESOL Journal 8, no. 4 (2017): 943–68. http://dx.doi.org/10.1002/tesj.332.

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Sekhar, G. Raja. "Communicative language teaching approach in the teaching of english language: a comprehensive study." ACADEMICIA: An International Multidisciplinary Research Journal 6, no. 7 (2016): 62. http://dx.doi.org/10.5958/2249-7137.2016.00025.2.

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Erdem, Mustafa. "Literature in English Language Teaching." European Journal of Language and Literature 4, no. 1 (2016): 157. http://dx.doi.org/10.26417/ejls.v4i1.p157-162.

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Language as a means of communicatiın has been learned and taught for centuries.For every human the learning process starts unconsciously with learning their mother tongue and later it goes on systematically and consciously at school.However,in order to carry on commercial or social relations among different communities people have to learn two or even more languages. Therefore teaching of foreign languages has been an object of inerest to societies for ages. Many researchers belive that literature is useful in English language teaching.Value of literature as a useful source in language teachin

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