Page 54 - EDUCON 2022 Book of Abstracts

past native/indigenous languages were marginalised and oppressed, in
favour of the European language of the minority. Despite the body of
contemporary studies that advocate for recognition of the
heteroglossic nature of language, most Namibian learners are
continually positioned as deficient bilinguals, and as not having
mastered the academic registers of schooling in English. It is with this
context in mind that this study focusses on how science meaning
makings are enabled when a heteroglossic and multimodal orientation
to language practices is taken up in a bilingual Grade 4 classroom.
Keywords: heteroglossia, monolingual, multilingual meaning-
making, translanguaging

17. Shaumana, J., A linguistic error analysis of examination scripts
by students at the university of Namibia’s Southern campus
Background: Writing in a second language is considered one of
the most arduous tasks and hardest skill of language to be mastered by
English as Second Language (ESL) students. These students are ought
to deviate from the norms of the standard English language such as the
use of the correct tenses, articles, prepositions, subject-verb
agreement, spelling, punctuation, capitalization, word order, word
choice and others. Thus, this phenomenon has been a great concern to
the University of Namibia hence the University is held accountable if
it produces graduates who lack proficiency in writing.
Aim: This study investigates the most common types of linguistic
errors and their frequency of occurrence in the English Language and
Literacy modules when examining answer scripts of students at Unam
Southern Campus.
Methodology: We employed a combination of error analysis and
document analysis to identify the students’ written errors from the
examination scripts.

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