Exploring reading strategies to comprehend reading in Oshikwanyama first language: A case of fifth graders at a combined school in Omusati region, Namibia

Abstract

This article explored the reading strategies needed to effectively comprehend reading in Oshikwanyama first language by the fifth graders at a combined school in Omusati region. Teaching children to read effectively to gain adequate comprehension is one of the main goals of early education. Howevwer, it was observed that the fifth graders for Oshikwanyama first language at a specific combined school in Omusati region found it hard to read and comprehend what they have read. Equally, these learners also found it hard to paraphrase and interpret what they have read, especially when they were asked to summarize the text. Therefore, the study sought to explore strategies needed to effectively improve reading comprehension in Oshikwanyama first language at this school. The population of this study were the fifth graders for Oshikwanyama first language plus their teacher at a combined school in Omusati region. The study employed a case study under the qualitative method using purposive sampling technique. Ten (10) learners and one Oshikwanyama first language teacher were identified and selected to take part in the study. Data was collected through personal observation, interviews and consultation with the Grade five Oshikwanyama first language teacher and selected learners. Data was analysed via tables and emerging themes. The findings of this study indicated that the Oshikwanyama teacher taught Oshikwanyama first language by code-switching and code mixing with English words almost the whole lesson. The teacher’s presentations in class were also not indicative of the Oshikwanyama lesson as too many English words and fillers were utilised during teaching. It is concluded that the Oshikwanyama first language is losing its importance in schools especially among children that are raised in urban settings as many prefer English second language. The author therefore recommends that teaching Oshikwanyama first language should be taught with frequent assistance of the subject advisors plus other experts from the region and beyond.