The perceptions of grade 10 English second language teachers about the effects of code switching in their classrooms in the Caprivi education Region
| dc.contributor.author | Simasiku, Liswani | |
| dc.date.accessioned | 2014-04-14T10:22:50Z | |
| dc.date.available | 2014-04-14T10:22:50Z | |
| dc.date.issued | 2014 | |
| dc.description | A dissertation submitted in fulfilment of the requirements for the Degree of Doctor of Philosophy. | en_US |
| dc.description.abstract | 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. | en_US |
| dc.identifier.other | thesis | |
| dc.identifier.uri | http://hdl.handle.net/11070/805 | |
| dc.language.iso | en | en_US |
| dc.subject | Code switching | en_US |
| dc.subject.lcsh | Study and teaching (Secondary) | |
| dc.subject.lcsh | English language | |
| dc.subject.lcsh | English language, Study and teaching, Foreign speakers. | |
| dc.subject.lcsh | Dissertations, Academic. | |
| dc.title | The perceptions of grade 10 English second language teachers about the effects of code switching in their classrooms in the Caprivi education Region | en_US |
| dc.type | Thesis | en_US |