Based on the findings of the study above, the following recommendations are proposed:
The secondary source findings include that: Arising from the findings of the research, the following recommendations were made:
Several people I have interviewed suggested that it would be “more useful” to teach a major international language than a “useless” endangered language.
The research recommended that speaking fluency does not have quality of speaking, nevertheless, people who are not fluent in national or official languages need access to services such as education, the media and the justice system, and inadequate translation might deny them access to justice.
Hence, the vast majority of the population do not speak or read or write the official languages and are denied the opportunity to participate in public life.
It is recommended that when you use other languages, your language is replaced by another, can lead to loss of self-confidence and lower achievement. Home languages should be supported; the majority population would also benefit from multilingual and cross-cultural education.
The aim of demanding a language revival was that there has been little or no research conducted in Thimbukushu concerning the language usage. This study therefore became the focus of my own research into the indigenous language of Thimbukushu.
The writer recommended further researchers to research more on the importance of using owns language in everyday life.
Another recommendation goes to the teachers who are in the field to encourage themselves to
participate into professional development service like debate, workshop and attending public lectures where they can raise their challenges concerning the use of fluent language speaking.
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APPENDICES
Appendix 1: Classroom Observation Schedule
School: __________________ Year: _________________ No. of
children: _______
Teacher: _________________ Date: _________________Duration:
_______________
1. Lesson topic and activities: What is the lesson about and activities are learners involved in?
2. Language use and skills development: What language is used? What skills are emphasized?
3. Interaction: What kinds of interaction is used occur and how are groups organized?
4. Teacher’s roles: What roles does the teacher play?
5. Children’s responses: How do the children respond during the lesson? Do they appear to
understand the lesson?
6. Encourages accepts and make use of learner’s ideas: Comments
7. Uses English adequately: Comments
8. Resources: What resources are used and how are they used?
Appendix 2: Interview Schedule with Teachers
1. How long have you been teaching this subject?
2. What is the cause of mixing-up another language into your home language?
3. How many times do you teach speaking in your classroom?
3. What is the problem of learners not speaking fluently their Mother Tongue Thimbukushu?
4. What is the reasons of feeling shy when speaking to famous people and do not look in the eyes?
of an opponent?
5. What challenges do learners have in writing their Mother Tongue Thimbukushu?
Appendix 3: Interview Schedule with Students
11. What language do you speak at home?
12. Do you join other or peer groups after school hours?
13. Explain why most learners do not speak Thimbukushu language fluently as expected.
Appendix 4: Interview schedule with School Head
1. How does speaking fluently encourage learners during speaking lesson?
2. Explain what have you realized about the Thimbukushu language usage by learners in the class?
3. If speaking fluency affects your learners negatively, what should be done to improve this?
4. What is the cause of feeling inferior to professional people or to other members of the community when speaking Thimbukushu language?
Appendix 5: Interview schedule with Education Officers
13. What experience do you have in teaching Thimbukushu language?
14. You have been teaching Thimbukushu to learners that speak your language, what might be the cause of stammering when speaking oral/aural or any discussion in the class?
5. What problem do Hambukushu learners have, for why they cannot write for publication according to the stakeholders.
Appendix 6: A letter to the Director of Education
Appendix 7: A Letter to the School Head
P. O. Box 88 University of Namibia Rundu Campus 11 May 2016 The Principal
Shamangorwa Combined and Sen. Secondary Kavango-East Region
Rundu Dear Sir
Re: A request for a time interview
I Katoyima Eliphast Dikuua from the University of Namibia would like to ask your good heart to grant me a permission to conduct an interview at your school as to accept my requisition based on a research that I am busy with. I am currently studying with the University of Eastern Finland a Master’s degree in Primary Education and am now busy doing my Thesis. This research investigates issues in our Namibian languages, more especially Thimbukushu language.
The reason I am writing this letter is in order for me to collect data that will help the researcher to find answers to the problems encountered for the research. My research topic is: “Investigating the factors why haMbukushu speaking Namibians are experiencing problems with speaking and writing in Thimbukushu fluency.” Your school is one of the selected targets since the school has Thimbukushu as a subject taught from which the researcher has realized from the previous marking. The question that puzzled the researcher was that; “If learners have such writing problems, what about speaking?”
Therefore, for the research to be successful, a researcher has to conduct an interview and observe students at schools where the language is spoken.
The date for the interview is not determined yet, because of the recess we recently undergone, but preferably just after the holiday.
I hope that my request will be given your highest attention at your earliest convenience.
Kind regards
………
Katoyima Eliphast Dikuua
Appendix 8: A Letter to the Teachers
P. O. Box 88 University of Namibia Rundu Campus 11 May 2016 The Teacher
Primary /Combined School Kavango-East Region Rundu
Dear Sir
Re: A request for a time interview
I Katoyima Eliphast Dikuua from the University of Namibia request your good heart to assist me with the interview that I would like to conduct at your school based on a research that I am busy with. I am currently studying with the University of Eastern Finland a Master’s degree in Primary Education and am now busy doing my Thesis. This research investigates issues in our Namibian languages, more especially
Thimbukushu language.
The reason I am writing this letter is in order for me to collect data that will help me to find answers to the problems encountered for the research. My research topic is: “Investigating the factors why HaMbukushu speaking Namibians are experiencing problems with speaking and writing Thimbukushu fluently”. You are one of the selected target since you are responsible for the teaching of Thimbukushu language at your school from which the researcher has realized problems and decided to conduct a research thereafter.
For the research to be successful, a researcher has to conduct an interview by observing teachers and students at schools where the language is spoken.
The date for the interview is not determined yet, because of the consent letter from the Director of Education which was not received yet.
I hope that you will enjoy the intention of this letter at your earliest convenience.
Kind regards
………
Katoyima Eliphast Dikuua
Appendix 9: A Consent Letter from the Director of Education