Journal Title: International Journal of Humanities and Cultural Studies (IJHCS) - Year 2015, Vol 2, Issue 1
Abstract
The study presented in this paper examined language-in- education policy in a multilingual international school in Namibia. The central concern of this paper was to find out how language policy addresses possible language conflicts in this school in light of the fact that in studies of language structure, there is a presumption that all languages are equal and in sociolinguistic terms, there is an ecological perception which holds that all languages should be allowed to flourish (Hymes 1992). The conclusion drawn from the study is that in multilingual educational environments such as Windhoek International School (WIS), the choice of language as Medium of Instruction (MoI) is highly determined by the linguistic habitus. On the hand, the language(s) used outside of the classroom is/are influenced by the nature of the linguistic space. In this school, the language-in-education policy comprises a written language policy, that is, the overt policy which is monolingual and a covert policy that is found implicitly in the daily practices of learners and teachers. The covert policy may be described as multilingual and multi-voiced.
Authors and Affiliations
Henry Amo Mensah| National University of Lesotho, Lesotho, Christine Anthonissen| Stellenbosch University, South Africa
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