Language policy in a multilingual
school: the case of Windhoek International School in Namibia
Henry Amo Mensah
National University of Lesotho,
Lesotho
Christine Anthonissen
Stellenbosch University, South
Africa
Abstract
The study presented in this paper examined
language-in- education policy in a multilingual international school in
Namibia. The central concern of this paper was to find out how language policy
addresses possible language conflicts in this school in light of the fact that
in studies of language structure, there is a presumption that all languages are
equal and in sociolinguistic terms, there is an ecological perception which
holds that all languages should be allowed to flourish (Hymes 1992). The
conclusion drawn from the study is that in multilingual educational
environments such as Windhoek International School (WIS), the choice of
language as Medium of Instruction (MoI) is highly determined by the linguistic
habitus. On the hand, the language(s) used outside of the classroom is/are
influenced by the nature of the linguistic space. In this school, the
language-in-education policy comprises a written language policy, that is, the
overt policy which is monolingual and a covert policy that is found implicitly
in the daily practices of learners and teachers. The covert policy may be
described as multilingual and multi-voiced.
Keywords: multilingual,
Language-in-education policy, linguistic markets, linguistic habitus, Windhoek
International School
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