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oai:www.ideals.illinois.edu:2142/80395 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Eyamba Bokamba Erica McClure Dlamini, Joyce Bonisile Grace 2015-09-25T19:56:56Z 2015-09-25T19:56:56Z 10000-01-01 2000 2000 This study takes issue with the assumptions underlying the Namibian English-only language policy stated in Article 3(1) of The Constitution of the Republic of Namibia (1990). The document stipulates educational provision for Namibian learners who belong to multilingual, ethnolinguistic and socio-economic groups. Since this provision results from an interaction between central government's espoused values and their perceptions of political and economic needs; the policy decision was arguably based on a reactive rather than a proactive approach to those needs. The emergence of English as the sole official language in a country of 1.6 million inhabitants, with only 0.8% speaking English natively, was therefore not planned. The study argues that first, the policy is formulated vaguely, secondly, it is a contradiction in terms with respect to cultural pluralism on the one hand, and assimilation on the other; and thirdly, that there is an apparent neglect of the learners first languages. It characterizes and discusses the nature of language-education planning, suggesting criteria considered significantly relevant in making a research-based choice using conceptual tools appropriate for language-education planning. The study further investigates the cost-effectiveness of the language policy to assess its potential success by describing and analyzing colonial language practices and the present policy in order to determine its relevancy to the needs of primary education. An alternative 3-language-formula policy plan is suggested that permits universality in primary education by promoting the use indigenous languages as media of instruction, and the incorporation of other languages as subjects, one that gives co-official status to at least one of the indigenous languages of multilingual Namibia, alongside English. Made available in DSpace on 2015-09-25T19:56:56Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9971068.pdf: 10265195 bytes, checksum: 03bb57561d510930b5772bb8189d87fd (MD5) Previous issue date: 2000 Embargo set by: Seth Robbins for item 81677 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 217 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2000. http://hdl.handle.net/2142/80395 (MiAaPQ)AAI9971068 eng Sociology, Social Structure and Development Language Planning and Education: The Case of Namibia text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.