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The purpose of the study
Based on the argument that children who receive schooling in their mother tongue language in the early grades acquire better literacy levels, the use of the mother tongue language in the early grades has been strongly advocated. However obvious this may sound, the one central question that remains unanswered in the Namibian context is the extent to which Namibian teachers are equipped to teach literacy in the mother tongue language as a medium of learning.
The following main research question that triggered this study, namely, how are student teachers prepared to teach literacy using mother tongue language as a medium of learning in the first three grades of the Namibian schooling system? And, more specifically, how does the University of Namibia (UNAM) prepare student teachers to implement the language policy for schools? Accordingly, the study assessed the extent to which student teachers: (1) are prepared to teach literacy in the mother tongue language as a medium of learning in the first three grades and; (2) implement the Namibian language policy for schools.
Thus, the main purpose of the study was to assess the extent to which the initial teacher education programme in Namibia prepares student teachers to teach literacy in the mother tongue language as a medium of learning in the first three grades of the Namibian schooling system
The research objectives of the study included the following:
• to examine the extent to which higher education institutional policies support mother tongue literacy teaching
• to assess the perceptions and views of lecturers and student teachers of the mother tongue teaching policy
• to examine how student teachers were prepared to teach literacy in the mother tongue
• to examine how student teachers teach literacy in the mother tongue in primary schools.
In order to achieve the above-mentioned objectives, the study attempted to address the following sub- questions:
• How do higher education institutional policies support mother tongue literacy teaching?
• What are the lecturers and student teachers’ perceptions and understandings of the mother tongue teaching policy?
• How are student teachers prepared to teach literacy in the mother tongue?
• How do student teachers teach mother tongue literacy in the primary schools?
CHAPTER 1: INTRODUCTION
1.1 The purpose of the study
1.2 Rationale for the study
1.3 Methodology
1.4 The background and context of the study .
1.5 Overview of the thesis .
CHAPTER 2: LITERATURE REVIEW .
2.1 Introduction .
2.2 Definition of the key concepts
2.3 Major arguments for mother tongue literacy teaching
2.4 From policy to practice
2.5 Theoretical perspectives on literacy learning
2.6 Approaches to literacy teaching
2.7 Professional competencies
2.9 Pre-service teacher education programmes
2.10 Initial teacher preparation
2.11 Teaching practice or field experiences
2.12 Review of research studies on teacher preparation in mother tongue literacy teaching
2.13 Conclusion
CHAPTER 3: CONCEPTUAL FRAMEWORK
3.1 Introduction
3.2 Literacy as a social practice
CHAPTER 4: RESEARCH DESIGN AND METHODOLOGY
4.1 Introduction
4.2 Research design .
4.3 Data collection
4.4 The sample for the study
4.5 Data collection procedure
4.6 Data analysis
4.6 Credibility and trustworthiness of the study
4.7 Ethical considerations
4.8 Limitations of the data
CHAPTER 5: HOW DO TEACHER EDUCATION POLICIES SUPPORT MOTHER TONGUE LITERACY TEACHING?
CHAPTER 6: LECTURERS AND STUDENT TEACHERS’ PERCEPTIONS AND VIEWS OF THE MOTHER TONGUE LITERACY TEACHING POLICY
CHAPTER 7: HOW STUDENT TEACHERS WERE PREPARED TO TEACH LITERACY IN MOTHER TONGUE
CHAPTER 8: HOW DO STUDENT TEACHERS TEACH MOTHER TONGUE LITERACY IN SCHOOLS?
