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Dissertations / Theses on the topic 'Ndonga language – Study and teaching – Namibia'

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Published: 4 June 2021
Last updated: 18 February 2022

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1

Ngula, Elizabeth Njanjukweni-Aluhe. "The reading of extended text in Oshindonga in grade 2 in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003603.

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This study was conducted in order to understand to what extent Grade 2 teachers use books (or other forms of extended text) in their reading lessons in Oshindonga where very little published material is available, and, if so, whether they engage in shared reading with these materials or not. The study also explored ways to introduce more books (or other forms of extended text) into Oshindonga classrooms. The study took the form of an interpretive case study. It was conducted in two primary schools in Otjiwarongo district in the Otjozondjupa region of Namibia. Two qualified Grade 2 teachers wer
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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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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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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.

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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The pr
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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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6

Mutenda, Josephine. "Teaching reading in grade 4 Namibian classrooms : a case study." Thesis, Rhodes University, 2008. http://eprints.ru.ac.za/1644/.

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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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Siyave, Theresia Nerumbu. "Teaching reading in Rukwangali in four Grade 3 Namibian classrooms : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003683.

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This study aims to explore four grade 3 teachers’ understanding of teaching reading in Rukwangali, a home language in Namibia in Kavango region and to observe the strategies they use as well as the activities they set for their learners. During my School Based Studies (SBS), I noticed that learners were not reading with understanding. My interest was also stimulated by a study carried out in Namibia that found that the literacy levels for Namibian learners were poor compared to those of other African countries. This is a qualitative case study carried out within an interpretive paradigm. It se
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9

Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to investigate the views of students and lecturers at the University of Namibia about teaching and learning. The study specifically determined the views of students and lectures in relation to language, teaching, learning and assessment as well as what we might learn from analysis of these views to assist in improving teaching, learning and assessment.
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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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11

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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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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13

Hautemo, Aletta Mweneni. "An investigation of Wikipedia translation as an additive pedagogy for Oshikwanyama first language learning." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013139.

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The integration of Information and Communication Technology in the indigenous language classroom lags behind compared to other subjects. In many ways, indigenous language teachers find it difficult and to some extent, impossible to integrate ICT into their classroom activities. The focus of this study is to explore the ways in which ICT could be used as a learning tool in an Oshikwanyama First Language classroom. I investigated the use of Wikipedia translation as an additional teaching and learning tool. I concentrated on the impact that ICT tools have on learning, and the motivation it has on
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14

Kangootui, Angela Lydia. "On becoming literate in English: a literate life history study of selected Grade 12 learners in a Namibian secondary school." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62252.

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This study sought to investigate English literate journeys of selected Grade 12 learners who come from educationally disempowering home backgrounds, and who ‘meet’ informal and/or formal exposure to English language mainly within the confines of school hours. Located within the qualitative, interpretive life history study design, the study used questionnaire and learners’ autobiographies to generate data. These data were then subjected to explore the literate journey of these learners in English as a second language through a comprehensive descriptive analysis. The study was conducted in an ur
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Nghikembua, Annelie Ndapanda. "Error analysis in a learner corpus : a study of errors amongst Grade 12 Oshiwambo speaking learners of English in northern Namibia." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1018911.

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High failure rates in English as a second language at secondary school level have become a concern in the Namibian education sector. From 2005 until 2013, the overall performance of the grade 12 learners in English as a second language on Ordinary level in the Oshana region was unsatisfactory. In fact, only a minority (18.52 percent) of the grade 12 learners obtained a grading in the range of A to D in comparison to the majority (81.48 percent) of learners who obtained a grading of E to U. The poor performance was attributed to: poor sentence structure, syllabification and spelling (Directorat
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16

Iipinge, Kristof. "English lingua franca as language of learning and teaching in northern Namibia : a report on Oshiwambo teachers’ experiences." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80357.

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Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). Since then, government documents and other literature have revealed the poor performance of learners and falling of standards of teaching (Benjamin 2004:25). It seems that teachers are facing several challenges when using English as an LOLT in the classroom. This study therefore investigates the challenges faced by teachers in northern Namibia when using ELF as a LOLT, as well as how teachers overcome t
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Nakale, Elifas. "Understanding how teachers scaffold learners to make sense of biological language and concepts when using English as a mediational tool: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001517.

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For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggere
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18

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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19

Smit, Talita C. "The role of African literature in enhancing critical literacy in first-generation entrants at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2009. http://hdl.handle.net/10019.1/1211.

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Thesis (PhD (Curriculum Studies))--Stellenbosch University, 2009.<br>ENGLISH SUMMARY: In this research project the profile and academic literacy proficiency of a group of First-Generation entrants at the University of Namibia were explored in order to obtain insight into the development of their critical literacy proficiency during the course of 2008. The project was undertaken against the backdrop of a Higher Education sector in Namibia that is facing an increasing influx of first-year students – often students who are the first in their families to pioneer the alien territory of tertiary stu
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20

Denuga, Hildred Malilo. "An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017337.

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The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in t
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Frans, Thulha Hilleni Naambo. "Barriers to learning English as a second language in two higher learning institutions in Namibia." Thesis, 2016. http://hdl.handle.net/10500/20190.

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The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990).
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22

Ausiku, Justus Kashindi. "An evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana region." Diss., 2010. http://hdl.handle.net/10500/4050.

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After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line w
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23

Mungungu, Saara Sirkka. "Error analysis: investigating the writing of ESL Namibian learners." Diss., 2010. http://hdl.handle.net/10500/4893.

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This study investigated common English language errors made by Oshiwambo, Afrikaans and Silozi First Language speakers. The study examined errors in a corpus of 360 essays written by 180 participants. Errors were identified and classified into various categories. The four most common errors committed by the participants were tenses, prepositions, articles and spelling. The study is important to educators and study material developers who should become aware of the kind of errors that their target learners make, so that they are in a better position to put appropriate intervention strategies in
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24

Willemse, Laetitia. "Effects of promoting reading comprehension skills among first-year university students." Diss., 2005. http://hdl.handle.net/10500/3365.

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Many L2 students in Namibia are not adequately prepared for the academic demands of university courses, mainly because of poor reading skills in the L2. University students reading below their maturational levels, can mainly be attributed to their print-impoverished backgrounds, as reading is a skill that develops mainly through reading. Without any assistance, poor readers at university will continue to read poorly and as a result perform weaker in their academic courses compared to their peers who are better readers. The overall aim of this study is to explore the effects of a reading
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25

Izaks, Jill. "A study of the effects of an undergraduate vocabulary programme on vocabulary development and academic literacy." Diss., 2015. http://hdl.handle.net/10500/19204.

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Text in English<br>This study examined the vocabulary and academic literacy levels of undergraduate students at the University of Namibia, as well as the effects of an explicit and an implicit vocabulary programme on vocabulary development and academic literacy. The study also sought to determine the effects of the programmes on students’ attitudes about vocabulary and explicit vocabulary strategies. The relationship between students’ vocabulary size, academic literacy levels, and their self-assessment of their vocabulary knowledge was examined. Many students had not reached the desired word
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26

Du, Plessis Karoline. "Action research on the implementation of writing approaches to improve academic writing skills of namibian foundation programme students." Diss., 2012. http://hdl.handle.net/10500/6051.

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Foundation Programme (FP) students at the University of Namibia (UNAM) Oshakati Campus display inadequate academic writing abilities. As their aim is to gain admittance to UNAM main campus science-related courses, it is vital to have effective academic writing skills. This action research (AR) study is a comparison of three writing programmes, the process approach, the modeling approach, and the process genre approach which were implemented separately to three different class groups in 2008 and 2009 to improve the writing skills of students and the teaching practice of the researcher. The effe
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Junias, Rebecca. "Factors affecting the teaching of english reading skills in the second language of grade 3 learners." Diss., 2009. http://hdl.handle.net/10500/4175.

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This study investigated the factors affecting the teaching of English reading skills in a second language of Grade 3 learners in three primary schools, in Ongwediva town of Oshana Regional Education Directorate in Northern Namibia. It also investigated methods and approaches that were used to promote the teaching of reading in English as a second language and the linguistic environment of the classroom in which the teaching of reading occurs. Classroom environments were observed and telephonic interview was conducted with the circuit inspector of the three schools selected. Individual in
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28

Jansen, Jessica Mary-Ann. "Exploring the teaching of Grade 1–3 English spelling using the Sound Reading System : a case of a Namibian primary school." Diss., 2017. http://hdl.handle.net/10500/22715.

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Exploring the teaching of Grade 1 – 3 English spelling using the Sound Reading System: A case of a Namibian primary school Spelling is crucial for literacy development in children and therefore needs to be taught effectively during the primary grades. A plethora of studies on spelling instruction have been carried out to shed light on the importance of applying scientifically based methods. This study investigated the implementation of the Sound Reading System (SRS) for teaching spelling in Grades 1, 2 and 3 in Namibia – a country where English is mostly acquired as a taught subject. A qualit
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Liswaniso, Belden. "The design and effects of a catch-up reading intervention for grade 5 teachers and learners in Namibia." Thesis, 2021. http://hdl.handle.net/10500/27430.

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Summaries In English, Xhosa and Afrikaans<br>The aim of this study was to carry out a reading comprehension intervention to empower teachers with knowledge and strategies for teaching reading, with the ultimate goal of improving the low reading comprehension of Upper Primary learners in Grade 5. The intervention was carried out for about four months, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources, and coaching on instructional practices. The intervention involved two control and two intervention schools. A modest interventio
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