The gap between grade 5 learners and their English Second Language competency: Should we be worried?
Julius, Lukas Homateni; Hautemo, Aletta Mweneni
In Namibian (public) schools, Lower Primary learners (pre- primary-
Grade 3) are taught through their mother tongue and switch to
English as the language of learning and teaching from Upper
Primary phase (Grade 4 onwards). Upper Primary phase teachers
are therefore faced with the challenges of developing learners'
cognitive and academic skills which learners need to study other
subjects that are taught in English. This paper explore factors that constraint four different Upper Primary phase teachers from four different schools in the northern part of Namibia to effectively teaching teach their subjects. A qualitative interpretive approach was used to explore the factors that constrain teachers from effectively teaching their subjects. Data collection methods consisted of interviews,
classroom observations and document analysis. Analysis of the
data reveals that the syllabus are way ahead of learners' actual
competency in English Second Language. In addition, data reveals
that when learners come into the Upper Primary phase, they have
such a poor foundation that they continue to learn little and lag behind
grade appropriate outcomes throughout their school careers
University of Namibia
Type of publication|
Julius, L.H., & Hautemo, A.M. (2017). The gap between grade 5 learners and their English Second Language competency: Should we be worried?. JULACE: Journal of University of Namibia Language Centre, 2(1), 93-106.
Windhoek - University of Namibia
Added to C-A: 2021-08-02;10:26:46|
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