Browsing by Author "Simasiku, Liswani"

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    Is code switching complementary to English as medium of instruction in Namibian English second language classrooms?
    (University of Namibia, 2016) Simasiku, Liswani
    In Namibia most teachers and learners are not conversant enough to teach and learn school subjects, including English, through the English medium. Poor learner performance in the year-end examinations in English has been attributed to the use of only English as medium of instruction. Despite such poor performance, English has remained the official medium of instruction in all subjects in Namibian schools. The objective of this study was to investigate whether code switching complemented the English Language in English medium classrooms. The mixed method design was used for this study, using both quantitative and qualitative methods. Questionnaire and an observation checklist were the two research instruments that were used to collect data. The sample comprised 12 English Second Language teachers at 12 schools in the Zambezi Educational Region, Namibia. The results showed that English Second Language teachers were of the view that the use of English as the only medium of instruction in the English Second Language classrooms, impacted negatively on the year-end results.
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    The perceptions of grade 10 English second language teachers about the effects of code switching in their classrooms in the Caprivi education Region
    (2014) Simasiku, Liswani
    This study was an investigation of the perceptions of Grade 10 English Second Language teachers about the effects of Code Switching in their classrooms in the Caprivi Education Region of Namibia. A purposeful sample of twelve ESL teachers from twelve schools, four teachers from urban, four teachers from semi-urban and four teachers from rural schools were used. An observation checklist and a questionnaire were used to collect data from the respondents. Both instruments were piloted before being administered. Some of the findings that emerged from this study were that the respondents showed a lack of knowledge about theories relating to language teaching and learning. In addition, the non-availability of guiding framework or policies on the use of Code Switching in schools created uncertainty among teachers. Generally Code Switching was seen by the respondents as having good effects on learning and teaching in all subjects. It was also indicated that the Language Policy did not empower teachers to use language as the situation dictated, but rather the Language Policy dictated to teachers to subscribe to its directives. This could be one of the reasons why teachers used English in the presence of a ministerial official but as soon as s/he left the classroom they reverted to using mother tongue. From the findings of this study, it is recommended that teachers should be exposed to eclectic approaches of teaching. They should have a range of approaches from which to choose depending on the situation in which they find themselves. This would broaden teachers’ scope unlike the current situation where they are only exposed to one teaching technique. It is further recommended that the Namibian Language Policy be revised to accommodate the current language situation (that of teaching only in English even when learners do not understand) in the country. Due to the identified shortcomings in the Namibian Language Policy, the matrix-embedded model is proposed as an alternative to the English as the only medium of instruction in classrooms. Language classrooms should become learning environments where learners actively participate and grasp the knowledge that they are taught in a language they are comfortable with.
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    The use of mother tongue in public services in Namibia: A short thinking piece
    (University of Namibia, 2017) Senkoro, Fikeni E.; Simasiku, Liswani
    The history of policies that include the use of mother tongue in public services in Namibia goes back to as far as the period immediately after Independence. Among such policy documents is Chapter 1 Article 3 of The Constitution of the Republic of Namibia that deals specifically with Language. In this article English is declared to be the official language of Namibia. It is further stated in Sub-Article (2) that: Nothing contained in this Constitution shall prohibit the use of any other language as a medium of instruction in private schools or in schools financed or subsidized by the State, subject to compliance with such requirements as may be imposed by law, to ensure proficiency in the official language, or for pedagogic reasons.