Page 52 - EDUCON 2022 Book of Abstracts

Methodology: The researcher collected data using a questionnaire to
compare the performance of students in English for Academic
purposes during face-to-face and on-line assessment.
Results: The findings revealed that although the result of face-to-face
mode shows positive attitude, the results also showed a big difference
in students’ preference of on-line e-assessment.
Keywords: COVID-19, e-assessment, English Language, Technology,
core courses, tertiary education

15. Set, B. Katukula, K. M., Language ideologies and the use of
Mother-tongue as Medium of Instruction and Learning in Junior
Primary Schools
Background: The Namibian post-apartheid Language in Education
Policy (LiEP) prescribed named languages as unitary, stable objects,
clearly differentiated from one another. Therefore, the Namibian
education system fails to meet the needs and demands of learners who
are not learning through their mother tongue.
Aim: This study employed a linguistically ideological lens to examine
how teachers’ and parents’ personal beliefs and language practices are
shaped by dominant language ideology to highlight the challenges of
reproducing linguistic inequality in postcolonial African schooling,
where multilingualism is highly visible.
Methodology: We draw on the in-depth interview data to
comprehend the language ideologies parents and teachers articulated
regarding mother-tongue instruction in the contexts where English has
been adopted as the sole language instruction.
Results: While the Namibian LiEP might appear to be liberal in
embracing all Namibian languages to be used in all schools, on the
other hand, Mother tongue languages are constructed in deficit terms,
and there is no positivity towards supporting its use in the schooling
system. Instead, most participants expressed a Monoglossic ideology

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