Relevant bibliographies by topics / Language and education – Namibia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and education – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Language and education – Namibia"

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Chavez, Andres. "Rights in Education and Self-Identity: Education and Language of Instruction in Namibia." International Education Studies 9, no. 3 (2016): 189. http://dx.doi.org/10.5539/ies.v9n3p189.

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<p class="apa">In 1992, the Ministry of Education and Culture in Namibia created a new language policy for schools that presented the possibility of using English as the sole medium of instruction for students starting in Grade 1. The resulting increase in schools that offer only English instruction has been detrimental to education. In order to improve the quality of education available to students in Namibia, the implementation of the language policy must be revisited so that students have the opportunity to first learn in their mother tongues and develop the necessary skills that they
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Davids, Laurentius. "San Language Development for Education in Namibia: Progress and Challenges." Diaspora, Indigenous, and Minority Education 5, no. 2 (2011): 126–34. http://dx.doi.org/10.1080/15595692.2011.559789.

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Stell, Gerald, and Marko Dragojevic. "Multilingual Accommodation in Namibia." Journal of Language and Social Psychology 36, no. 2 (2016): 167–87. http://dx.doi.org/10.1177/0261927x16650718.

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This study examined how six different ethnolinguistic groups in Windhoek, capital of Namibia, adjust their language use during intergroup encounters. Invoking communication accommodation theory, we predicted that relatively low-vitality groups (high-vitality groups) would be inclined towards linguistic convergence (maintenance), but that these general patterns would be moderated by prevailing sociocultural norms and each group’s language proficiency. These hypotheses were largely supported. Relatively low-vitality groups tended to linguistically converge (typically via lingua francas), whereas
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Mildnerová, Kateřina. "“I Feel Like Two In One”: Complex Belongings Among Namibian Czechs." Modern Africa: Politics, History and Society 6, no. 2 (2018): 55. http://dx.doi.org/10.26806/modafr.v6i2.249.

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This paper, based on the analysis of archive documents, biographical interviews and participant observation, focuses on the social and narrative construction of collective cultural identity of so-called Namibian Czechs living in Namibia. These represent a group of originally fifty-six Namibian child war refugees who received asylum and were educated in Czechoslovakia between 1985 and 1991. In order to understand their complex identity special attention has been paid to the dual education of the children in Czechoslovakia, to the role of the Czech language and the symbolical narratives in the c
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Fandrych, Ingrid. "The importance of English communication skills in multilingual settings in Southern Africa." English Today 25, no. 3 (2009): 49–55. http://dx.doi.org/10.1017/s0266078409990277.

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ABSTRACTAn account of the need for appropriate language skills in a developing multilingual context.Language issues in Southern Africa have always been marked by political struggle. In South Africa, these were sometimes violent, as with, for example, the 1976 Soweto uprisings, in which protests over the medium of education were prominent. One of the priorities of the first democratically elected government of 1994 was to democratise the situation by making eleven languages official, in contrast to the two prior to that, namely Afrikaans and English. In other Southern African countries, languag
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Garrouste, Christelle. "Explaining learning gaps in Namibia: The role of language proficiency." International Journal of Educational Development 31, no. 3 (2011): 223–33. http://dx.doi.org/10.1016/j.ijedudev.2010.06.016.

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Tötemeyer, Jeanne, Emmarentia Kirchner, and Susan Alexander. "READING BEHAVIOUR AND PREFERENCES OF NAMIBIAN CHILDREN." Mousaion: South African Journal of Information Studies 33, no. 2 (2015): 1–35. http://dx.doi.org/10.25159/0027-2639/258.

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This study was motivated by the observation that most Namibian children have not developed adequate reading habits. The study gauged the percentages of Namibian children who either do or do not read in their free time. It also explored the reasons why some children do not read in their leisure time; the kinds of reading material readers are inclined to choose; whether they prefer to read either in their mother tongue or in English; and the role of traditional storytelling and oral literature as a form of pre-literacy in Namibia. The findings revealed a picture of deprivation in the schools and
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Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.

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Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple c
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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.

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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have ma
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VEII, KAZUVIRE, and JOHN EVERATT. "Predictors of reading among Herero–English bilingual Namibian school children." Bilingualism: Language and Cognition 8, no. 3 (2005): 239–54. http://dx.doi.org/10.1017/s1366728905002282.

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Predictions derived from the central processing and script dependent hypotheses were assessed by measuring the reading ability of 116 Grade 2–5 Herero–English bilingual children in Namibia ranging in age from 7 to 12 and investigating possible predictors of word reading among measures of cognitive/linguistic processes. Tasks included measures of word reading, decoding, phonological awareness, verbal and spatial memory, rapid naming, semantic fluency, sound discrimination, listening comprehension and non-verbal reasoning. Faster rates of improvement in literacy within the more transparent langu
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Dissertations / Theses on the topic "Language and education – Namibia"

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Shiweda, Meameno Aileen. "Multilingual communication in a higher education classroom in Namibia where the dominant community language is Oshiwambo." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85751.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This study refers to the use of two languages in education at a satellite campus of the University of Namibia situated in the far north of the country in the town of Ongwediva. The dominant community language in this region is Oshiwambo. The official language of the country, and of the particular university campus, is English. As the majority of students come from this region, the dominant first language on this campus among staff and students is Oshiwambo. This research gives a description of multilingualism prevalent among
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Shilongo, Teressia N. "The transition from Oshikwanyama to English as a medium of instruction: a case study of a rural Namibian school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003690.

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The study investigates how rural Grade 4 teachers and learners experience the transition from Oshikwanyama to English as a medium of instruction. The study was conducted at a rural school in Oshana region in northern Namibia. The research site and participants were purposefully selected. Grade 4 teachers and learners were interviewed and observed. Relevant documents were also analyzed. The purpose was to understand participants’ experiences, perceptions and practices in relation to their experience of the transition to English medium instruction. The study revealed out that both Grade 4 teache
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Gontes, Karolina. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003614.

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The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Makuwa, Demus Kaumba. "Looking beyond educational indicators: an analysis of differences in learner results of a standardised English language comprehension test administered in Katima Mulilo and Rundu educational regions of Namibia." Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis attempted to develop insight into why, contrary to expectation and predictions, learners in Rundu obtained better scores in a standardised English comprehension test than learners in Katima Mulilo, given that the conditions of teaching and learning were judged to be least favourable in Rundu.
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.

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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a diffe
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Mungongi, Fillemon. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1007716.

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1. The contextual analysis and curriculum evaluation. This paper ... aims to investigate the Upper Primary Education Curriculum with specific emphasis on the subject syllabus for English Grades 5- 7. The paper shall attempt to look at the rationale, goals and aims as well as the learning content located in this subject curriculum. It will further investigate the sociohistoric and economic context in which this curriculum has been designed; the learners for whom the curriculum is designed and the learning environment in which the curriculum is presented. 2. The epistemological foundation of the
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Mbangula, Christofina Nalweendo. "An investigation of Grade 11 Oshindonga teachers' understanding and implementation of the learner-centered approach adopted in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003510.

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Before the Republic of Namibia achieved independence in 1990, Bantu Education was the prevailing structure used to promote the social, economic, and political ethos of apartheid through a teacher-centered education system. After 1990, Namibia underwent a major restructuring of education. Learner-centered education was introduced as an inclusive and participatory approach to achieve the reform goals. One of the aims was to review the existing Language policy and to promote mother tongue teaching, since it is through language we internalize our experience and construct our own understanding. In
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Nghiueuelekuah, Soini Tuhafeni. "Continuous assessment in Oshikwanyama: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003346.

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This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding.
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Kanime, Justina Kashuupulwa. "An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017345.

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This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an inter
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Cantoni, Mayari. "What role does the language of instruction play for a successful education? : A case study of the impact of language choice in a Namibian school." Thesis, Växjö University, School of Humanities, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1703.

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<p>Namibia is a country where the official language has been English since independence in 1990. There are different national languages in the country and a majority of the people do not have English as a mother tongue. Nevertheless, the language of instruction from fourth grade and onwards is indeed English. Consequently, for the majority of the population the education is in their second language. What this essay explores is the role English as a second language has as a medium of instruction and the implications it may have. It is a minor field study that was carried out with the help of a
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Books on the topic "Language and education – Namibia"

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Harris, Priscilla G. Language in schools in Namibia: The missing link in educational achievement? Urban Trust of Namibia, 2011.

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Harlech-Jones, B. You taught me language: The implementation of English as a medium of instruction in Namibia. Oxford University Press, 1990.

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Zappen-Thomson, Marianne. Interkulturelles Lernen und Lehren in einer multikulturellen Gesellschaft: Deutsch als Fremdsprache in Namibia. Klaus Hess Publishers, 2000.

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Turner, John. Education in Namibia. The Ministry, 1990.

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Hillebrecht, Werner. Education bibliography of Namibia. Centre for African Studies/Namibia Project, University of Bremen, 1989.

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Wils, Annababette. Regional education analysis for Namibia. Republic of Namibia, 2012.

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Trappes-Lomax, Hugh, and Gibson Ferguson, eds. Language in Language Teacher Education. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.

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Hangula, Lazarus. Ancestral land in Namibia. University of Namibia, Multi-disciplinary Research Centre, Social Sciences Division, 1998.

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Halliday, M. A. K. Language and education. Continuum, 2007.

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Elnashar, Narymane A. Language, culture & education. Anglo-Egyptian Bookshop, 1988.

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Book chapters on the topic "Language and education – Namibia"

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Prochner, Larry, Ailie Cleghorn, Anna Kirova, and Christine Massing. "Namibia." In Teacher Education in Diverse Settings. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-693-4_3.

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Hamunyela, Miriam, and Haaveshe Nekongo-Nielsen. "Namibia." In International Perspectives on Older Adult Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_24.

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König, Christa, and Bernd Heine. "Location and motion in !Xun (Namibia)." In Typological Studies in Language. John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/tsl.56.12kon.

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Harlech-Jones, Brian. "Looking at means and ends in language policy in Namibia." In Language Choices. John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/impact.1.16har.

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Hangula, Lazarus, Kenneth Kamwi Matengu, Gilbert Likando, and Rachel N. Shanyanana. "Higher Education Systems and Institutions, Namibia." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_464.

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Hangula, Lazarus, Kenneth Kamwi Matengu, Gilbert Likando, and Rachel N. Shanyanana. "Higher Education Systems and Institutions, Namibia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-9553-1_464-1.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Language acquisition and language learning." In Language Education. Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-4.

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Budd, Yoshi. "Language Education." In What is Next in Educational Research? SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-524-1_13.

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Kambonde, Samuel Angaleni. "Implementation of NQF Policy in Namibia Public Universities." In The Education Systems of Africa. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_14-1.

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Kambonde, Samuel Angaleni. "Implementation of NQF Policy in Namibia Public Universities." In The Education Systems of Africa. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_14.

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Conference papers on the topic "Language and education – Namibia"

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Munashimwe, Touffie, and Gloria Ejehiohen Iyawa. "INCORPORATING ENGLISH LANGUAGE IN A RURAL CLASSROOM THROUGH THE USE OF ICTS: THE CASE OF A RURAL COMMUNITY IN NAMIBIA." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1729.

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OSAKWE, Jude Odiakaosa, Martins Ujakpa, Gloria IYAWA, and Karen FLORICH. "Enabling Quality Education in Namibia Through Mobile Learning Technologies." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764843.

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Mufeti, Kauna, Joseph Mutonga, and William Sverdlik. "NAMTOSS: A Pilot Program Bringing Technology to Secondary Learners in Namibia." In Annual International Conference on Computer Science Education: Innovation & Technology (CSEIT 2016). Global Science & Technology Forum (GSTF), 2016. http://dx.doi.org/10.5176/2251-2195_cseit16.40.

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Kambeyo, Linus, and Beno Csapo. "THE FEASIBILITY OF ONLINE ASSESSMENT OF STUDENTS’ INDUCTIVE REASONING SKILLS ABILITIES IN NAMIBIA." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0561.

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Yu He. "The course choice between C language and C++ language." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228304.

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Laato, Samuli, Romanus Shivoro, Nicolas Pope, Frednard Gideon, and Erkki Sutinen. "Identifying Factors for Integrating Math and Music Education at Primary Schools in Namibia." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9225949.

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Shaakumeni, Simson Ndadaleka, and Beno Csapo. "EXAMINING THE PSYCHOMETRIC PROPERTIES OF AN INSTRUMENT FOR ASSESSING MOTIVATION TO LEARN SCIENCE IN NAMIBIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0957.

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Kunovski, Marina, and Lorenzo Rocca. "LANGUAGE TESTING OUTSIDE THE LANGUAGE ENVIRONMENT." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1416.

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Laizane, Inga. "The understanding of the concepts of first language, second language and foreign language outside of Latvia." In Rural environment. Education. Personality. Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2018. http://dx.doi.org/10.22616/reep.2018.009.

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Kambeyo, Linus. "THE ASSESSMENT OF SCIENTIFIC REASONING, INDUCTIVE REASONING AND SCIENTIFIC INQUIRY USING PAPER AND PENCIL IN NAMIBIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0857.

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Reports on the topic "Language and education – Namibia"

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Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada210760.

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Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5565.

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Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, et al. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada562774.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2516.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7218.

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2310.

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2073.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5522.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.283.

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Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.382.

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