Lack of reading culture and literacy in the Namibian Educational System: Some propositions for social responsibilities
Ola-Busari, Josephine
The poor level of proficiency in the English language among Namibian learners in
tertiary education is sometimes attributed to a lack of reading culture and low literacy
levels in the Namibian educational system. This may be partly because literature is
not taught and examined as a separate subject in public primary and secondary
schools. It could also be due in part to the manner in which English is superimposed
on all other languages in the country. Before being taught English, most Namibian
learners have already acquired a mastery of their indigenous language and tend to
transfer features of their first language to English. Using reading and literacy as
theoretical strategies, this paper examines the written language of selected
undergraduates with the aim of identifying errors and underlying causes. Findings
reveal that students are inadequately prepared in their primary and secondary
schools for the demands of academic writing in tertiary education. Analysis also
reveals a lack of fundamental language skills which can only be acquired through
directed reading, phonemic awareness and knowledge of English phonemic codes.
Based on the findings propositions for re-evaluating and altering the teaching and
learning of English in public primary and secondary schools are advocated.
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