Namibia: Experiences of Bi-, Multi-Lingual Speakers

Source: AllAfrica

Experiences of Bi-, Multi-Lingual Speakers
New Era (Windhoek)
INTERVIEW
30 April 2008
Posted to the web 30 April 2008

By Chief Ankama
Windhoek

What follows here is the transcript of my interview with a Namibian personality here referred to as PK (I am represented by “C” which stands for Chief) on issues related to speaking more than one language.

C. Hi, tell me please who you are, where you grew up and the language or languages you speak.

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PK. My name is PK and I speak about three to five languages, maybe more than that.I speak my mother tongue, English as an official language in my country, Otjiherero an ethnic group language in my country, and I speak Afrikaans. I am able to understand one of the South African languages, which is Xhosa.

I grew up in a community where people speak different languages. There was a time when I went to live with my aunt in Windhoek, a cosmopolitan city where people speak many languages. Having listened to people, I was able to start understanding some words and also speak though my conversation language is not very perfect.

So, that’s how I came to know different languages because of having associated with people who speak different languages. And I also went to South Africa where I studied for four years and I picked up how to speak a new language.

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Namibia: 2nd Language Learning (English) mistakes

Source: New Era (Windhoek)

Namibia: 2nd Language Learning [opinion] Some Namibian students learning English as L2 (second language) are inclined to make specific types of errors both in spoken and written form, usually regional bound. It appears that each region has its own specific types of errors.

This is a very good paper outlining not only English mistakes but also language policy.

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Namibia: Mother Tongue Project Distributes Thousands of Books

Posted by sociolingo on February 5, 2008

Source: New Era via Terry Howcott

Mother Tongue Project Distributes Thousands of Books
By Wezi Tjaronda
WINDHOEK

Some 750 000 teaching and learning textbooks from Grades 1 to 3 have been distributed to schools since the start of the Basic Education Programme (BEP) Upgrading African Languages Project (Afrila) in October 2000, which has improved the textbook learner ratio.

The project aimed at improving literacy and numeracy in learners in the mother tongue and also to promote the acquisition of English as a second language before English becomes the medium of instruction from Grade 4 onwards.

It is believed that the language spoken at home by a learner is an important prerequisite to success in learning. The project has developed new teaching and learning materials in six target languages, namely, Kukwangali, Rumanyo, Thimbukushu, Otjiherero, Silozi and Khoekhoegowab, but also in Oshindonga and Oshikwanyama for grades 1 to 3.

Last month, the Afrila project launched literacy, mathematics and environmental studies textbooks for grades 1 to 3 in six target languages. The textbooks are based on the revised lower primary curriculum and the new subject syllabus, to contribute to the strengthening of mother tongue education in the foundation phase.

Launching the books, Undersecretary for Formal Education in the Ministry of Education, Alfred Ilukena, said language was the most important tool for thinking, a means of communication and one of the most important aspects of identity.

“A high level of communication in one’s language is a prerequisite in a knowledge-based society,” he said.
Ilukena said learners also learnt best through their mother tongues in the formative years of schooling and would master English if they have mastered their mother tongue first.

“The purpose of the lower primary phase is to lay a foundation for learning throughout the formal education system. If the foundation which is laid in these four years is good, the learners will be well prepared to continue learning,” he said, adding that this would also enable children to develop self-confidence and self-worth through personal and social development during this phase.

The Afrila project coordinator, Andreas Schott, who also bade farewell since the project has come to an end, said the project supported the ministry and NIED to implement the Language Policy for Schools to improve the quality of mother tongue education in the lower primary phase.

The project has made available over 350 publications.

“This in itself should alone increase the effectiveness of teaching in the lower primary classroom combined with a learner-centred pedagogy in which the textbooks are the basis as the guiding pedagogical paradigm,” said Schott.
However, he recommended that an impact study be conducted to determine how the materials have improved the performance of the learners and also that the ministry should incorporate necessary activities for mother tongue education in the lower primary phase into ETSIP planning through a second language policy and a feasible textbook policy.

The project was financed by the German Technical Cooperation (GTZ).

Namibia:Language policy in schools

An article seen on All Africa.com

The Education Corner

New Era (Windhoek)
NEWS
24 September 2007
Posted to the web 24 September 2007

By Toivo Mvula

The Language Policy was developed to guide Namibian schools on how national languages should be taught in schools, to promote the cultural identity of learners through the use of their mother tongue as a medium of instruction in Grades 1-3 and to ensure that English is taught as the medium of instruction from Grade 4 and upwards.

What does the Language Policy state?

The Language Policy states that schools should teach learners in Grade One to Grade Three in their mother-tongue. Grade Four is to be regarded as a transitional year where schools start to switch from mother tongue as a medium of instruction to English as a medium of instruction.

What does this mean?

This means that, as from Grade Four, the mother-tongue becomes a subject and learners will be taught in English; i.e. other subjects will be taught in English.

Is the policy being fully implemented?

No. Although the policy states that learners should be taught in their mother tongue from Grade 1 to Grade 3, this has not happened and is not being done all over the country. Many schools also do not offer Namibian indigenous languages as subjects from Grade 4 until Grade 12.

Why is a mother tongue important?

Research has shown that being taught in one’s mother tongue at an early age helps you to make sense of what you are being taught in order to help you to conceptualise better and acquire writing and reading skills which are best acquired in the early years of schooling.

Teaching mother tongue in schools also helps to promote the language and cultural identity of learners.

What about English?

English is the official language of Namibia. The Language Policy states that English should be compulsory from Grade One to Grade Twelve.

- From Grade 1 - 3 = as a subject.

- From Grade 4 - 12 = as a subject and as the medium of instruction.

The Policy also states that, ideally, learners should study at least two languages as subjects from Grade 1 to Grade 12 and one of them must be English.

- The Education Column is a column that was created by the Ministry of Education to highlight educational issues that are of concern to its stakeholders (learners, students, parents, teachers, development partners, unions, and the private and public sector). For more information, contact the Public Relations Office at Tel: 061-2933358 or 2933366.

Namibia: Language policy in education - in practice

An article seen on AllAfrica.com

http://allafrica.com/stories/200709241071.html
The Education Corner

New Era (Windhoek)
NEWS
24 September 2007
Posted to the web 24 September 2007

By Toivo Mvula

The Language Policy was developed to guide Namibian schools on how national languages should be taught in schools, to promote the cultural identity of learners through the use of their mother tongue as a medium of instruction in Grades 1-3 and to ensure that English is taught as the medium of instruction from Grade 4 and upwards.

What does the Language Policy state?

The Language Policy states that schools should teach learners in Grade One to Grade Three in their mother-tongue. Grade Four is to be regarded as a transitional year where schools start to switch from mother tongue as a medium of instruction to English as a medium of instruction.

What does this mean?

This means that, as from Grade Four, the mother-tongue becomes a subject and learners will be taught in English; i.e. other subjects will be taught in English.

Is the policy being fully implemented?

No. Although the policy states that learners should be taught in their mother tongue from Grade 1 to Grade 3, this has not happened and is not being done all over the country. Many schools also do not offer Namibian indigenous languages as subjects from Grade 4 until Grade 12.

Why is a mother tongue important?

Research has shown that being taught in one’s mother tongue at an early age helps you to make sense of what you are being taught in order to help you to conceptualise better and acquire writing and reading skills which are best acquired in the early years of schooling.

Teaching mother tongue in schools also helps to promote the language and cultural identity of learners.

What about English?

English is the official language of Namibia. The Language Policy states that English should be compulsory from Grade One to Grade Twelve.

- From Grade 1 - 3 = as a subject.

- From Grade 4 - 12 = as a subject and as the medium of instruction.

The Policy also states that, ideally, learners should study at least two languages as subjects from Grade 1 to Grade 12 and one of them must be English.

- The Education Column is a column that was created by the Ministry of Education to highlight educational issues that are of concern to its stakeholders (learners, students, parents, teachers, development partners, unions, and the private and public sector). For more information, contact the Public Relations Office at Tel: 061-2933358 or 2933366.

http://allafrica.com/stories/200709241071.html