Consequences of ideology and policy in the English Second Language classroom: The case of Oshiwambo-speaking students in Namibia
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At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.
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