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English(es) in Post-Independence Namibia

An Investigation of Variety Status and Its Implications for English Language Teaching

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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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Fig. 2.1: The Three Concentric Circles Model (B. Kachru 1985).

Fig. 4.1: The Current Namibian Education System (MoE 2014: 5; the abbreviation NQF is not explained in the source).

Fig. 5.1: Ethnic Groups of Participants, Part I. n = 234.

Fig. 5.2: Ethnic Groups of Questionnaire Participants, Part II. n = 29.

Fig. 5.3: Home Languages of Questionnaire Participants. n = 263.

Fig. 5.4: Home Languages of Questionnaire Participants according to their Ethnic Belonging, Part I. n = 234.

Fig. 5.5: Home Languages of Questionnaire Participants according to their Ethnic Belonging, Part II. n = 29.

Fig. 5.6: Home Languages of Questionnaire Participants according to Places of Residence. n = 263.

Fig. 5.7: Home Languages of Interviewees. n = 77.

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