The language of learning

Yochanaan Coetzee





As Namibia is a very diverse country, one of the main aims of Namibia Media Holdings’ (NMH) education project was to ensure each child will have access to a workbook in his or her home language.

“The importance of learning in one’s mother tongue should not be underestimated,” related Sharnay Botha, NMH’s education project co-ordinator.

“Studies have found that cognitive development are comparatively faster in those who are fluent in their mother tongue. Once again illustrating that children who are educated at a young age in their mother tongue achieve higher academic success,” she said.

Being fluent in one’s mother tongue also makes learning a new language much easier. Language is also extremely important for cultural development and for keeping a culture alive. The best way to know a culture is to know the language. Thus, learning in their mother tongue helps children stay connected to their roots and appreciate their culture.

Letting learning lead

“When we started the project in 2020, our books were available in eight languages. Today, we accommodate 12, including English, Oshikwanyama, Oshindonga, Otjiherero, Khoekhoegowab, Afrikaans, Rukwangali, Rumanyo, Silozi, Thimbukushu, German and sign language.”

This speaks to all the stakeholders, including but not limited to the ministry of education, Unicef, the National Institute for Educational Development (NIED), and especially the team of teachers and translators who made tremendous efforts to make this project as impactful and as far reaching as possible.

A team of 18 translators work to translate the English junior phase books into 10 languages.

“We at NMH are committed to ensuring inclusive education remains a top priority. Therefore, every online lesson is also translated into sign language to accommodate children with hearing impairments.”

“It is important that all children can relate to each activity regardless of their cultural or socio-economic background. Our teachers and translators work hard to help ensure every activity is applicable to children with various cultures and backgrounds, making sure every Namibian child can benefit from each activity,” Botha added.

Laying the groundwork

“One of the problems we faced when we started the project was ensuring accurate amounts of books were distributed to each region in the correct languages,” she explained.

Very limited statistics were available on the language of learners per grade and per region.

The project then utilised its accessibility to hundreds of schools to distribute surveys across the country. These surveys gathered data on each school’s details, location and, most importantly, the number of learners they have in each grade as well as the language each of these children are taught in.

“Over 700 surveys were sent back from all regions containing accurate and updated information. This allowed us to know exactly how many books had to be printed and where which language had to be distributed,” Botha said.

Among the feedback gathered were first-hand accounts of how these booklets were well-received and thoroughly enjoyed by the learners they were created for.

“With the booklets, we get to cut out things and paste it, I enjoyed it so much. Thank you! I enjoyed learning in my language,” said young Claudius Isaack, a Grade 2 learner.

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