Challenges and Opportunities of Teaching in Multilingual and Multicultural Education Contexts in Namibia
DOI:
https://doi.org/10.35293/tetfle.v7i1.5250Keywords:
Distance learning, Diverse Cultures, Inclusive Education,, Kunene Region, , Learning environment,, Multicultural language, MultilingualAbstract
This study investigated the challenges and benefits of teaching in Namibia’s multilingual and multicultural educational contexts. A sample of 30 teachers was purposefully selected for the current study. The data were collected through focus group discussions and a self-administered questionnaire and analysed using a thematic data analysis method. The findings show that teachers have difficulties in serving learners from various cultures and languages, which creates challenges to inclusive learning settings. Although the teachers (participants) experienced difficulty in assessing learners’ oral tasks, it emerged that their cultural awareness and language proficiency increased. The study emphasises the significance of a comprehensive training plan in multicultural learning programmes for developing cultural competency and preparing teachers for multilingual and multicultural settings.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Anna Niitembu Hako, Aili Nuusiku Kapolo, Petrus D. Shipalanga
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain full copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution Share-alike 4.0 International License This license lets others remix, adapt, and build upon authors' work non-commercially, as long as they credit the author and license their new creations under the identical terms that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
