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English(es) in Post-Independence Namibia
An Investigation of Variety Status and Its Implications for English Language Teaching
Series:
Helene Steigertahl
This volume contributes to the fields of World Englishes, English Language Teaching and Second Language Acquisition, assessing the English(es) spoken in post-Independence Namibia beyond variety status. Based on questionnaires and corpus analysis, the author analyzes morphosyntactical structures, language use and attitudes towards English(es) in comparison to home languages. She gives new insights into the structure of spoken language and potential varieties of English in particular. Focus is put on a geographical area that only recently attracted increasing attention in the field of World Englishes. The author’s work can be regarded as an attempt to bridge several aspects of the frequently discussed «paradigm gap» between World Englishes and Second Language Acquisition studies.
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- ISBN:
- 978-3-631-80009-6
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- Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, 2020., 388 S., 23 farb. Abb., 7 s/w Abb., 23 Tab.
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- Cover
- Title Page
- Copyright Page
- Dedication
- About the author
- About the book
- Citability of the eBook
- Table of Contents
- List of Illustrations
- List of Tables
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 1.1 Aims of the Study
- 1.2 Structure of the Book
- 1.3 Terminology
- 2 Research into World Englishes
- 2.1 B. Kachru’s (1985) Three Concentric Circles
- 2.2 Schneider’s (2007) Dynamic Model
- 2.3 Learner Englishes and English as a Second Language
- 2.4 Implications for ELT
- 2.5 Summary
- 3 English(es) in Africa
- 3.1 ‘Anglophone’ Africa and African English(es)
- 3.2 Morphosyntactic Structures of African English(es)
- 3.3 Language Policy and Planning in Africa
- 3.4 Summary
- 4 English(es) in Namibia
- 4.1 The History of Namibia
- 4.2 The Linguistic Situation of Namibia
- 4.3 Language Policy and Planning in Namibia
- 4.4 Namibia’s Language Policy
- 4.5 Summary
- 5 Data Collection and Methodology
- 5.1 Questionnaires
- 5.2 Interviews
- 5.3 Limitations and Challenges for the Researcher
- 5.4 Summary
- 6 English(es) in Comparison to Home Languages in Post-Independence Namibia – A Quantitative and Qualitative Analysis of Functions, Attitudes and Education
- 6.1 Language Use
- 6.2 Language Attitudes
- 6.3 English and Home Languages at School
- 6.4 Summary
- 7 Morphosyntactic Structures of English(es) Spoken by Black Namibians After Independence
- 7.1 The Verb Phrase
- 7.2 Nouns, Pronouns and Noun Phrases
- 7.3 Adjectives and Adverbs
- 7.4 Prepositions, Prepositional Phrases and Phrasal Verbs
- 7.5 Agreement
- 7.6 Tags
- 7.7 Comparison with English(es) in South Africa
- 7.8 Discussion and Summary
- 8 Assessing Variety Status and Educational Policy in Post-Independence Namibia
- 8.1 English Spoken by Black Namibians in B. Kachru’s (1985) Model
- 8.2 English Spoken by Black Namibians in Schneider’s (2007) Model
- 8.3 ‘Spoken Black Namibian English’ or ‘English Spoken by Blacks in Namibia’?
- 8.4 Implications for English Language Teaching in Namibia
- 8.5 Summary
- 9 Conclusions
- References
- Appendix
- Appendix Online - Additional Material
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Or login to access all content.- Cover
- Title Page
- Copyright Page
- Dedication
- About the author
- About the book
- Citability of the eBook
- Table of Contents
- List of Illustrations
- List of Tables
- Acknowledgements
- List of Abbreviations
- 1 Introduction
- 1.1 Aims of the Study
- 1.2 Structure of the Book
- 1.3 Terminology
- 2 Research into World Englishes
- 2.1 B. Kachru’s (1985) Three Concentric Circles
- 2.2 Schneider’s (2007) Dynamic Model
- 2.3 Learner Englishes and English as a Second Language
- 2.4 Implications for ELT
- 2.5 Summary
- 3 English(es) in Africa
- 3.1 ‘Anglophone’ Africa and African English(es)
- 3.2 Morphosyntactic Structures of African English(es)
- 3.3 Language Policy and Planning in Africa
- 3.4 Summary
- 4 English(es) in Namibia
- 4.1 The History of Namibia
- 4.2 The Linguistic Situation of Namibia
- 4.3 Language Policy and Planning in Namibia
- 4.4 Namibia’s Language Policy
- 4.5 Summary
- 5 Data Collection and Methodology
- 5.1 Questionnaires
- 5.2 Interviews
- 5.3 Limitations and Challenges for the Researcher
- 5.4 Summary
- 6 English(es) in Comparison to Home Languages in Post-Independence Namibia – A Quantitative and Qualitative Analysis of Functions, Attitudes and Education
- 6.1 Language Use
- 6.2 Language Attitudes
- 6.3 English and Home Languages at School
- 6.4 Summary
- 7 Morphosyntactic Structures of English(es) Spoken by Black Namibians After Independence
- 7.1 The Verb Phrase
- 7.2 Nouns, Pronouns and Noun Phrases
- 7.3 Adjectives and Adverbs
- 7.4 Prepositions, Prepositional Phrases and Phrasal Verbs
- 7.5 Agreement
- 7.6 Tags
- 7.7 Comparison with English(es) in South Africa
- 7.8 Discussion and Summary
- 8 Assessing Variety Status and Educational Policy in Post-Independence Namibia
- 8.1 English Spoken by Black Namibians in B. Kachru’s (1985) Model
- 8.2 English Spoken by Black Namibians in Schneider’s (2007) Model
- 8.3 ‘Spoken Black Namibian English’ or ‘English Spoken by Blacks in Namibia’?
- 8.4 Implications for English Language Teaching in Namibia
- 8.5 Summary
- 9 Conclusions
- References
- Appendix
- Appendix Online - Additional Material