An evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana region

Abstract

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace \nthe 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 \nLanguage-in-Education Policy was implemented in all 13 educational regions. The aim of this study is \nto evaluate the implementation of this policy in the upper primary schools in Oshana Region. \nThe findings of the study were analysed according to relevant literature to determine if they were in \nline with the theories of language policy evaluation. At least five major findings emerged from this \nstudy that are described in relation to relevant themes, namely; home language, language preferences, \nlanguage practices, policy awareness and government support. The study revealed that the majority of \nlearners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In \naddition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. \nFurthermore, the study revealed that the majority of learners, teachers and principals preferred English \nas LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the \nLoLT, both teachers and learners are still struggling to communicate in English. In general, successful \ncommunication often takes place in Oshiwambo. The study revealed that the majority of teachers, \nlearners and parents are neither aware of the new LiEP nor were they consulted prior to its \nimplementation. In addition, the LiEP related materials are not available in most of the schools. \nFinally, the study found that there is a serious shortage of textbooks and well qualified teachers in \nAfrican languages. This shortage of textbooks prevents teachers from giving adequate homework to \nlearners. Consequently, the LiEP cannot be successfully implemented. \nA number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use \nof the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo \ndialects. Ongoing consultation and awareness should be a vital part of the review process.

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