Barriers to Learning English as a Second Language in two Higher Learning Institutions in Namibia

Abstract

The effectiveness of learning language requires that users of a language be provided with the right knowledge to subsist with its complexity and demanding nature especially in the area of writing. In this sense, this paper seeks to draw attention to some of the important features of writing and speaking skills in the English language at two universities in Namibia. Namibia has now been independent for 24 years. English as medium of instruction was introduced in education immediately after independence but some students’ English proficiency is still relevantly poor, especially in writing and speaking skills. This is paper investigates the barriers that prevent students to write and speak well English in two universities in Namibia. The study used qualitative and explanatory approaches to gather data through the lens of syllabi, teaching of writing and speaking skills inter alia syntax and morphemes. Factors such as time allocation to teach the English courses need to be re-looked at and syllabi need to be reviewed to address the gap from secondary to tertiary education which hampers the students’ development in the English language. The conclusion drawn from the study was the fact that students’ communicative competency is very poor. Therefore, it is in the opinion of this researcher that the following recommendations were made that a framework for improvement is needed from all sides that is: syllabi content, teaching of speaking and writing skills, students’ admission criteria and time frame work allocated to these courses.