- Title
- Exploring grade 8 teachers’ code-switching in teaching orthographic drawing in the Khomas Educational Region, Namibia
- Creator
- Iita, Gabriel
- ThesisAdvisor
- Mawela, Rethabile
- Subject
- Code switching (Linguistics)
- Subject
- Orthographic projection Study and teaching (Secondary) Namibia
- Subject
- English-medium instruction Namibia
- Subject
- Language and education
- Subject
- Social justice and education
- Date
- 2023-10-13
- Type
- Academic theses
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10962/424041
- Identifier
- vital:72118
- Description
- Studies in learner English proficiency in Namibia have shown that a considerable number of learners in primary and high schools have low proficiency. Naturally, this will be problematic for both learners and teachers who operate under a policy that dictates that from Grade 4 upwards, English is the medium of instruction in government schools. Literature has shown a general bias towards English as a medium of instruction from both the Namibian government and Namibian parents, despite the broader level of low English proficiency among learners. Research reviewed within this study has outlined the multiple benefits of code-switching for both learners and teachers. In fact, a recent study on the perceptions of code-switching in classrooms among Namibian learners indicated a positive attitude towards code-switching as a learning tool. Grade 8 Technical Drawing classes tend to be challenging due to the complexity and novelty of some of the concepts and terminologies used when teaching the subject. This makes it particularly difficult for learners whose first language is not English. Learners struggle to understand and make meaning of the concepts and objects used in Orthographic Drawing. Code-switching has been seen as a beneficial pedagogical tool. The study was therefore conducted to explore the Grade 8 teachers’ code-switching when teaching Orthographic Drawing in the Khomas educational region, Namibia. The study used the Matrix Language Frame Model by Myers-Scotton as the theoretical framework which focuses on two crucial language aspects of participating in code-switching and the matrix and embedded language, which guided this study. The qualitative approach employed a case study design which was used to gain first-hand experience in the Technical Drawing classrooms. Semi-structured interviews and an observation checklist were the research instruments that were used to generate data on the use of code-switching in Orthographic Drawing. Two schools, two Technical Drawing classes with 40 learners and two teachers in the Khomas region, Namibia were conveniently and purposively sampled. The data were analysed using coding, descriptive statistics and thematic data analysis. The primary and secondary results indicate that code-switching occurrence has constructive effects. Consequently, recommendations have been made on the effective use of code-switching along with other pedagogical tools based on the research insights into code-switching when teaching and learning Orthographic Drawing.
- Description
- Thesis (MEd) -- Faculty of Humanities, Study of Englishes of Africa, 2023
- Format
- computer, online resource, application/pdf, 1 online resource (160 pages), pdf
- Publisher
- Rhodes University, Faculty of Humanities, Study of Englishes of Africa
- Language
- English
- Rights
- Iita, Gabriel
- Rights
- Use of this resource is governed by the terms and conditions of the Creative Commons "Attribution-NonCommercial-ShareAlike" License (http://creativecommons.org/licenses/by-nc-sa/2.0/)
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RU Institute for the Study of English in Africa (ISEA)
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | IITA-MED-TR23-101.pdf | 2 MB | Adobe Acrobat PDF | View Details |