Browsing by Author "Tembwe, Memory Lubasi"

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    A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia
    (Stellenbosch : Stellenbosch University, 2020-03) Tembwe, Memory Lubasi; Van der Walt, C. (Christa); Pfeiffer, Verbra; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH SUMMARY : The main purpose of the study was to determine the students’ perceptions toward the use of home language from the perspective of translanguaging practices at Okakarara Vocational Training Centre (OVTC). Also, this study explored the possible advantages and disadvantages of using other languages alongside English. This was done in order to determine the enabling spaces (affordances) available for translanguaging as a teaching and learning strategy that would improve the students’ understanding of the subject better and engage them actively in the learning process. A quantitative survey research methodology was applied where 331 students participated in the study. The 331 students completed the structured self-administered questionnaire distributed to them by a colleague. The descriptive data was collected and entered first into Microsoft Excel and exported to SPSS software for extensive data cleaning and analysis. Cronbach’s alpha was used to assess the reliability of the instrument that was used to collect data. Descriptive statistics, particularly modal values were produced, and data was presented in bar graph and table form. Chi-square correlations were used to establish the relationship between variables at 5% (0.05) significance level. This study reveals that students feel more comfortable when they use English in the classrooms. It also shows that English helps them to communicate with other people and lecturers since they do not speak the same home language. English also allows students to have access to global development opportunities and academic materials worldwide. Students supported the use of English as an official endorsement of the Namibian language policy in the schools including the Vocational Training sector, which stipulates that English is an official language to be used as the language of learning and teaching (LoLT). However, a major challenge unveiled by students was that English could be an obstacle in their academic work since they are not fluent in English. Also, most of the time students used their home language to communicate at home and school during break time and this affected them to an extent that some of the students failed to evaluate whether the LoLT has an impact on their academic performance. In addition, students indicated that if they learned in their home language, they were likely to find it easier to understand difficult English academic terms. Moreover, students believed that the use of translation would improve their academic performance and understanding. On the other hand, the use of both languages (English and home language) could be challenging to both students and lecturers because not all of them share the same home language. Finally, students are not in agreement that the use of home language alongside English would be bad for academic performance but rather students’ outcome performance would be successful when a local language is used as a LoLT. Therefore, the study recommends that the management of Okakarara Vocational Training Centre (OVTC) should conduct a feasibility study on the possibilities of including translanguaging practices in classrooms. The study also recommends that the trainers’ perceptions on translanguaging be assessed and a detailed study be carried out to explore the challenges in using multiple languages in classrooms in schools and VET level.