Perceptions of primary school teachers on the English language proficiency pragramme in the Okahandja circuit of the Otjozondjupa education region

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University of Namibia
This study gauged primary school teachers’ perceptions of the English Language Proficiency Programme (ELLP) that was implemented from 2011 to 2015. The English Language Proficiency Programme (ELPP) was developed by the National Institute for Educational Development (NIED) because of the findings that “many Namibian teachers and student teachers had a low level of [English language] proficiency” (Ministry of Education [MoE], 2010, p.1).This study examined the views and perceptions of primary school teachers in the Okahandja Circuit of the Otjozondjupa Education Region about the ELPP and how their perceptions might have influenced the ELPP implementation. A mixed method sequential explanatory study was undertaken, using Dörnyei’s L2 Motivational Self System Theory (L2MSST) to situate the study in its context. In the first quantitative phase, questionnaires were administered to primary school teachers in the Okahandja Circuit. In the follow-up qualitative phase, focus group interviews were conducted with three groups. The findings of this study revealed that the majority of the teachers were positive towards the ELPP and requested its reinstatement, but also proposed improvements. Furthermore, the participants expressed their willingness to improve their ELP on condition that incentives are provided, tutorials are offered during the holidays and the course is customised to provide subject-specific content.
A thesis submitted in partial fulfillment of the requirements for the Degree of Master of Education (Curriculum and Assessment Studies)