Experiences of junior primary teachers and learners in Oshindonga medium multilingual classrooms in the Khomas educational region
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Date
2025
Authors
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Journal ISSN
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Publisher
University of Namibia
Abstract
Multilingual learners' success is greatly reliant on the medium of instruction (MoI) in
a multilingual classroom where students come from a variety of linguistic
backgrounds. In addition, the MoI they select can have an immense impact on their
academic performance, cognitive growth, and overall learning experience. The
purpose of this qualitative study was to investigate the experiences of Junior Primary
teachers and learners in an Oshindonga medium multilingual classroom in Namibia's
Khomas educational region. The study employed interviews, observations, and focus
group discussions to collect data.
The data revealed both positive and negative experiences adopting Oshindonga as an
instructional medium in a classroom where not all children are Oshindonga native
speakers. Moreover, the study findings indicated that teaching native speakers
Oshindonga has been observed to enhance academic performance, increase
motivation and engagement, and strengthen cultural identity. Furthermore, the results
from the study indicated linguistic misperception in learners from minority language
families who were/are studying in the Oshindonga medium class.
The study further revealed several problems, including a lack of resources, insufficient
teacher training in mother tongue, weak language policies, minimal community
involvement, and poor monitoring and assessment of educational practices. Therefore,
the study recommended that teachers and policymakers engage to create an inclusive
and successful learning environment by acknowledging and embracing the
challenges, opportunities and effective teaching and learning strategies suitable in a
multilingual classroom employing Oshindonga as the medium of instruction
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education
Keywords
Multilingual learners, Academic performance, Language policy, Teacher training, Inclusive education, Cultural identity, Namibia, University of Namibia