English(es) in Post-Independence Namibia

Helene Steigertahl

English(es) in Post-Independence Namibia

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

by Helene Steigertahl (Author)

Series: DASK – Duisburger Arbeiten zur Sprach- und Kulturwissenschaft / Duisburg Papers on Research in Language and Culture, Volume 124

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.

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
  - 2.4.1 British or American English or a Local Variety
  - 2.4.2 Three Models
- 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
  - 3.3.1 The ‘Dilemma’ of Multilingualism
  - 3.3.2 Four Possibilities of Language Policy and Language Planning in Africa
  - 3.3.3 Western Ideas for African Policies
  - 3.3.4 English and Mother-Tongue Education
- 3.4 Summary
4 English(es) in Namibia
- 4.1 The History of Namibia
  - 4.1.1 Pre-colonial Times
  - 4.1.2 German Colonial Rule
  - 4.1.3 South African Occupation
  - 4.1.4 The Liberation Struggle
  - 4.1.5 Post-Independence Times
- 4.2 The Linguistic Situation of Namibia
  - 4.2.1 Forms of Speech in Namibia
  - 4.2.2 The Role of English in Namibia
- 4.3 Language Policy and Planning in Namibia
  - 4.3.1 Colonial Times
  - 4.3.2 South African Occupation
  - 4.3.3 Language Conflict
  - 4.3.4 Post-Independence Times
- 4.4 Namibia’s Language Policy
  - 4.4.1 The Eight Principles
  - 4.4.2 Critique of the Eight Principles
  - 4.4.3 Namibia’s Educational Policy
- 4.5 Summary
5 Data Collection and Methodology
- 5.1 Questionnaires
  - 5.1.1 Data Collection
  - 5.1.2 Participants
  - 5.1.3 Analyses
- 5.2 Interviews
  - 5.2.1 Data Collection
  - 5.2.2 Participants
  - 5.2.3 Transcription and Mark-up of ESBNaPI
- 5.3 Limitations and Challenges for the Researcher
  - 5.3.1 Methodological Limitations
  - 5.3.2 Language Barriers
  - 5.3.3 Conceptual Challenges
- 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
  - 6.1.1 A Quantitative Approach
  - 6.1.2 A Qualitative Approach
  - 6.1.3 Discussion
- 6.2 Language Attitudes
  - 6.2.1 A Quantitative Approach
  - 6.2.2 A Qualitative Approach
  - 6.2.3 Discussion
- 6.3 English and Home Languages at School
  - 6.3.1 A Quantitative Approach
  - 6.3.2 A Qualitative Approach
  - 6.3.3 Discussion
- 6.4 Summary
7 Morphosyntactic Structures of English(es) Spoken by Black Namibians After Independence
- 7.1 The Verb Phrase
  - 7.1.1 Modals
  - 7.1.2 Tense
  - 7.1.3 Means of Expressing Future Time
  - 7.1.4 Aspect
  - 7.1.5 Means of Expressing Hypothetical Contexts
  - 7.1.6 Illocutionary force of must
  - 7.1.7 To school for to go to school
  - 7.1.8 Go (and) + verb and come (and) + verb
- 7.2 Nouns, Pronouns and Noun Phrases
  - 7.2.1 Count, Non-Count and Mass Nouns
  - 7.2.2 Determiners
  - 7.2.3 Quantifiers
  - 7.2.4 Pronouns
- 7.3 Adjectives and Adverbs
  - 7.3.1 Adjectives
  - 7.3.2 Adverbs
  - 7.3.3 Intensification
- 7.4 Prepositions, Prepositional Phrases and Phrasal Verbs
  - 7.4.1 That/this side for there/here
  - 7.4.2 at the village
  - 7.4.3 Non-Standard Use of Prepositions and Particles
- 7.5 Agreement
  - 7.5.1 Third Person Singular Agreement
  - 7.5.2 Was/were generalizations
  - 7.5.3 There is + noun
- 7.6 Tags
- 7.7 Comparison with English(es) in South Africa
  - 7.7.1 The Verb Phrase
  - 7.7.2 Nouns, Pronouns and Noun Phrases
  - 7.7.3 Adjectives and Adverbs
  - 7.7.4 Prepositions, Prepositional Phrases and Phrasal Verbs
  - 7.7.5 Agreement
  - 7.7.6 Tags
  - 7.7.7 Summary
- 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
  - 8.2.1 Phase 1: Foundation
  - 8.2.2 Phase 2: Exonormative Stabilization
  - 8.2.3 Phase 3: Nativization
  - 8.2.4 Phase 4 and beyond?
- 8.3 ‘Spoken Black Namibian English’ or ‘English Spoken by Blacks in Namibia’?
  - 8.3.1 English as a Second Language or English as a Foreign Language?
  - 8.3.2 Conflicting Attitudes
  - 8.3.3 A Possible Label?
- 8.4 Implications for English Language Teaching in Namibia
  - 8.4.1 Possibilities for Namibia’s Educational Policy
  - 8.4.2 Linking English Language Teaching with World Englishes
- 8.5 Summary
9 Conclusions
References
Appendix
Appendix Online - Additional Material

Pages:

388

Year:

2020

ISBN (HARDBACK):

9783631799604 (Active)

ISBN (EPUB):

9783631800096 (Active)

ISBN (PDF):

9783631800089 (Active)

DOI:

10.3726/b16063

Language:

English

Keywords:

morphosyntax, World Englishes, language attitudes, African English(es), educational policy, mother-tongue education

Published:

Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, 2020., 388 S., 23 farb. Abb., 7 s/w Abb., 23 Tab.

Helene Steigertahl studied English, German and European Art History at the University of Heidelberg, Germany. Afterwards she worked as a Research Assistant and completed her PhD in English Linguistics at Bayreuth University.

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English(es) in Post-Independence Namibia

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