Is Code switching complementary to English as medium of instruction in Namibian English Second Language classrooms?

Abstract

In Namibia most teachers and learners are not conversant enough to teach and learn school subjects, including English, through the English medium. Poor learner performance in the year-end examinations in English has been attributed to the use of only English as medium of instruction. Despite such poor performance, English has remained the official medium of instruction in all subjects in Namibian schools. The objective of this study was to investigate whether code switching complemented the English Language in English medium classrooms. The mixed method design was used for this study, using both quantitative and qualitative methods. Questionnaire and an observation checklist were the two research instruments that were used to collect data. The sample comprised 12 English Second Language teachers at 12 schools in the Zambezi Educational Region, Namibia. The results showed that English Second Language teachers were of the view that the use of English as the only medium of instruction in the English Second Language classrooms, impacted negatively on the year-end results.