Literary Activities for the Teaching of English in a Namibian High School Setting: A Case Study
| dc.contributor.author | Haimbodi, K. N. | |
| dc.contributor.author | Woldemariam, Haileleul Zeleke | |
| dc.date.accessioned | 2020-02-07T12:55:14Z | |
| dc.date.available | 2020-02-07T12:55:14Z | |
| dc.date.issued | 2019-12-31 | |
| dc.description | *MEAL Candidate, Department of communication, FoHS at NUST, Namibia ** Corresponding author; Associate Professor and MEAL Coordinator, Department of communication, FoHS at NUST, Namibia | en_US |
| dc.description.abstract | The Namibian school syllabus covers literature as from the primary level to the high school although the teachers fail to use appropriate methodologies and models to interpret and present literary texts creating uplifting opportunities and engaging learners develop their passion for literature. Lack of sound subject delivery methods hinders the performance of learners in English as a second language (ESL). Namibian teachers have been introduced and trained to base their classroom practices on the learner-centered principle which promotes participatory pedagogy and active learning. Much focus has not been given to learners‟ participation in the English classroom setting. A questionnaire with 5 open-ended and 15 close-ended questions was distributed to English teachers and learners to find out the effects that literature had on the views, experiences, and practices of the teachers regarding lack of participation and performance in their English classes. FGDS and observations were also conducted to triangulate data. It was found out that the commonly used method of learner involvement was the discussion method and learners responding to questions. The teachers‟ roles were merely to give instruction and facilitate the learning process. In many situations, learners did not ask realistic questions and teachers preferred arranging learners to sit in groups. Teachers used the discovery and experiential methods through questioning techniques. However, despite the efforts to enhance participation, factors such as poor subject knowledge, little understanding of the topic, being coy, fear of making mistakes, lack of subject interest, hunger/tiredness, fear of teasing by classmates, and poor language proficiency hinder the performance of learners in ESL. | en_US |
| dc.identifier.citation | Citation: Haimbodi, K.N. & Woldemariam, H.Z .(2019). Literary Activities for the Teaching of English in a Namibian High School Setting: A Case Study. Ethiopian Journal of Social Sciences and Language Studies. 6(2), 117-136. | en_US |
| dc.identifier.issn | 2408-9532 | |
| dc.identifier.uri | http://ir.nust.na/jspui/handle/10628/678 | |
| dc.language.iso | en | en_US |
| dc.publisher | Jimma University | en_US |
| dc.subject | ESL | en_US |
| dc.subject | Fear of making mistakes | en_US |
| dc.subject | Language proficiency | en_US |
| dc.subject | Literature teaching | en_US |
| dc.subject | Subject knowledge | en_US |
| dc.subject | Vocabulary exapansion | en_US |
| dc.title | Literary Activities for the Teaching of English in a Namibian High School Setting: A Case Study | en_US |
| dc.type | Article | en_US |