Multilingual medium of instruction towards an inclusive curriculum A comparative analysis of China and Namibia

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Published: Oct 10, 2025
DOI: https://doi.org/10.59677/njllcs.v18i1.124
Keywords:
multilingual education, Namibia, China, , inclusive curriculum, native languages

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Salomo Ndeyamunye Ndeshimona
University of Namibia
https://orcid.org/0009-0008-2740-2209

Abstract

This study investigates the potential benefits of adopting a multilingual medium of instruction in Namibian schools in comparison to China's multilingual educational model. In Namibia, where English is the medium of instruction from grades 4 to 12, many students face challenges because English is not their mother language. This comparative analysis aims to gauge the perspectives of both teachers and learners on the potential adoption of native languages such as Oshindonga, Otjiherero, and Silozi as instructional mediums in Namibian schools. Using a case study design, data were collected through interviews and focus group discussions in five Namibian schools, involving 50 learners and 10 teachers. Thematic analysis revealed broad support for introducing native languages to improve student comprehension and performance. Findings suggest that incorporating local languages into the curriculum may contribute to educational inclusivity and improved academic results, similar to China's successful multilingual education model. The study recommends that the Namibian Ministry of Education Arts and Culture should consider adopting a multilingual approach, learning from China's experience to foster educational advancement. Further research is encouraged to explore the long-term impacts of mother tongue instruction in Namibian schools.


 

Article Details

How to Cite
Ndeshimona, S. N. (2025). Multilingual medium of instruction towards an inclusive curriculum: A comparative analysis of China and Namibia. Namibian Journal of Linguistics, Literature and Communication Studies, 18(1), 51–60. https://doi.org/10.59677/njllcs.v18i1.124
Issue
Vol. 18 No. 1 (2024): Namibian Journal of Linguistics, Literature and Communication Studies
Section
Articles
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Author Biography

Salomo Ndeyamunye Ndeshimona, University of Namibia

Mr. Salomo Ndeyamunye yaNdeshimona is a teacher by profession, specialised in Social Science, English, and Curriculum. He holds a master’s degree in education Curriculum from Midland State University of Zimbabwe, B. Ed Honours in Education Management and Leadership from North-West University, South Africa, a Diploma in Basic Education from the University of Namibia (then Ongwediva College of Education - Now UNAM Hifikepunye Campus in Ongwediva). He currently works as a school principal in the Ministry of Education, Arts and Culture in the Oshikoto region, Namibia. He is studying toward a PhD in Education Curriculum with a focus on Integrating Cell phones in Teaching History toward an Inclusive Curriculum.

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