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A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia
Thesis (MEd)--Stellenbosch University, 2020.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2020
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| _version_ | 1867613983180062720 |
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| access_status_str | Open Access |
| author | Tembwe, Memory Lubasi |
| author2 | Van der Walt, C. (Christa) |
| author_browse | Tembwe, Memory Lubasi Van der Walt, C. (Christa) |
| author_facet | Van der Walt, C. (Christa) Tembwe, Memory Lubasi |
| author_sort | Tembwe, Memory Lubasi |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2020. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/108363 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:48.111Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/108363 A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia Tembwe, Memory Lubasi Van der Walt, C. (Christa) Pfeiffer, Verbra Stellenbosch University. Faculty of Education. Curriculum Studies. Translanguaging (Linguistics) -- Namibia Vocational education facilities -- Namibia College students -- Attitudes -- Namibia UCTD Thesis (MEd)--Stellenbosch University, 2020. 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. AFRIKAANSE OPSOMMING : Die hoofdoel van hierdie studie was om studente se persepsies omtrent die gebruik van huistaal te bepaal vanuit die perspektief van translanguaging praktyke by Okakarara Beroepsopleidingsentrum in Namibië. Hierdie studie het ook die moontlike voor- en nadele van die gebruik van ander tale tesame met Engels verken. Dit is gedoen om vas te stel watter magtigende ruimtes (geleenthede) beskikbaar is vir translanguaging as ʼn onderrig- en leerstrategie wat studente se begrip van die vak sou verbeter en hulle aktief sou betrek by die leerproses. ʼn Kwantitatiewe opname is as navorsingsmetodologie toegepas en 331 studente het aan die studie deelgeneem. Die 331 studente het ʼn gestruktureerde, selftoegepaste vraelys voltooi wat deur ʼn kollega aan hulle uitgedeel is. Beskrywende data is versamel en eers in Microsoft Excel ingevoer, waarna dit na SPSS sagteware uitgevoer is vir breedvoerige skoonmaak en analise. Cronbach se alfa is gebruik om die betroubaarheid te bepaal van die instrument wat gebruik is om data te versamel. Beskrywende statistieke, veral modale waardes, is geproduseer en data is in grafieke en tabelle aangebied. Chi-vierkant korrelasies is gebruik om die verhouding tussen die veranderlikes te bepaal teen ʼn beduidendheidsvlak van 5% (0.05). Hierdie studie onthul dat studente meer gemaklik voel wanneer hulle Engels in die klaskamers gebruik, asook dat dit hulle help om met ander mense en dosente te kommunikeer omdat hulle nie dieselfde huistaal praat nie. Engels laat ook studente toe om toegang te verkry tot globale ontwikkelingsmoontlikhede en tot Engelse akademiese materiaal wêreldwyd. Studente het die gebruik van Engels ondersteun as ʼn amptelike bekragtiging van die Namibiese taalbeleid in skole, insluitende die beroepsopleiding-sektor, wat stipuleer dat Engels ʼn amptelike taal is wat gebruik word as die taal van leer en onderrig. Aan die een kant het studente die uitdaging onthul dat Engels ʼn struikelblok sou wees in hul akademiese werk omdat hulle Engels minder vlot is. Studente het ook meestal hulle huistaal gebruik om by die huis en tydens pouses by die skool te kommunikeer. Dit het hulle beïnvloed tot die mate dat sommige van die studente nie aangedui het of die taal van leer en onderrig ʼn impak het op hul akademiese prestasie nie. Studente het ook aangedui dat hulle meer waarskynlik sou wees om moeilike Engelse akademiese terme makliker te verstaan indien hulle in hul huistaal sou leer. Boonop het studente gedink dat die gebruik van vertaling hul akademiese prestasie en begrip sou verbeter. Aan die ander kant mag die gebruik van beide tale (Engels en huistaal) uitdagings skep onder die studente en dosente omdat hulle nie almal dieselfde huistaal deel nie. Laastens het studente nie saamgestem dat die gebruik van die huistaal tesame met Engels sleg sou wees vir akademiese prestasie nie, maar eerder dat studente se uitkomsprestasie suksesvol sou wees wanneer ʼn plaaslike taal as ʼn taal van leer en onderrig gebruik word. Die studie beveel dus aan dat die bestuur van Okakarara Beroepsopleidingsentrum ʼn uitvoerbaarheidstudie doen omtrent die moontlikhede daarvan om translanguaging praktyke in klaskamers in te sluit. Die studie beveel ook aan dat die dosente se persepsies omtrent translanguaging geassesseer word en ʼn gedetailleerde studie uitgevoer word om die uitdagings te verken wat betrokke is by die gebruik van meer as een taal in klaskamers by skool- en beroepsopleidingsvlak. Masters 2020-02-26T08:16:37Z 2020-04-28T15:10:57Z 2020-02-26T08:16:37Z 2020-04-28T15:10:57Z 2020-03 Thesis http://hdl.handle.net/10019.1/108363 en_ZA Stellenbosch University xiv, pages ; includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Translanguaging (Linguistics) -- Namibia Vocational education facilities -- Namibia College students -- Attitudes -- Namibia UCTD Tembwe, Memory Lubasi A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title | A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title_full | A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title_fullStr | A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title_full_unstemmed | A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title_short | A study of possibilities for translanguaging in vocational training : student perceptions at a vocational training centre in Namibia |
| title_sort | study of possibilities for translanguaging in vocational training student perceptions at a vocational training centre in namibia |
| topic | Translanguaging (Linguistics) -- Namibia Vocational education facilities -- Namibia College students -- Attitudes -- Namibia UCTD |
| url | http://hdl.handle.net/10019.1/108363 |
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