The influence of language users’ attitudes towards the learning and teaching of English language in three post-independence Namibian schools

dc.contributor.authorKadodo, Webster
dc.contributor.authorMuzira, Alphonce
dc.date.accessioned2019-10-13T15:09:20Z
dc.date.available2019-10-13T15:09:20Z
dc.date.issued2019
dc.description.abstractThis research sought to examine the influence of language user’s attitudes to the teaching and learning of English Language in three selected post-independence Namibian schools. The research was motivated by the high failure rate in English Language by Namibian learners. Generally, the majority of learners fail to effectively read, write and speak in the medium of English Language despite the officialization of the language in the school curriculum at independence in 1990. The monolingual language policy that Namibia chose has had far-reaching, detrimental implications for Namibians and for its development evidenced by the high failure rate against a background of high spending by both parents and government on education. This research thus looked at the extent to which users’ language attitudes towards the medium of English vis à vis other languages affect teachers’ teaching and learners’ learning of English Language.en_US
dc.identifier.citationKadodo, W., & Muzira, A. (2019). The influence of language users’ attitudes towards the learning and teaching of English language in three post-independence Namibian schools. Journal for Studies in Humanities and Social Sciences, 8(1), 120-135.en_US
dc.identifier.urihttp://hdl.handle.net/11070/2612
dc.language.isoenen_US
dc.publisherUniversity of Namibiaen_US
dc.subjectEnglishen_US
dc.subjectlanguage usersen_US
dc.titleThe influence of language users’ attitudes towards the learning and teaching of English language in three post-independence Namibian schoolsen_US
dc.typeArticleen_US
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