Papers by Sylvia Ndapewa Ithindi
International journal of social science and human research, Feb 21, 2024
NAWA Journal of Language and Communication, Feb 26, 2023
NAWA Journal of Language and Communication, Nov 26, 2023
The current paper analysed articles on the COVID-19 vaccine as reported and communicated by selec... more The current paper analysed articles on the COVID-19 vaccine as reported and communicated by selected Namibian newspapers to understand the vocabulary, expressions and information sources used when covering and disseminating COVID-19 vaccine-related information. The purpose of this article was to analyze the COVID-19 vaccine information as reported and communicated by selected Namibian newspapers. The researchers compiled a database of newspaper articles mentioning the COVID-19 vaccine from two local newspapers, The Namibian and the New Era, between January and June 2021. In total, 14 articles from the two newspapers were purposefully selected. The articles were analyzed using content analysis. The study found that as much as it is a good thing to inform people correctly so that they take positive action, especially, to save their lives and those of their loved ones, too much infodemic has spread than wildfire, which could have made it challenging for the majority to make appropriate choices regarding their health. The findings of the current study contribute to the timely needed informed discussion on issues surrounding the COVID-19 pandemic and COVID-19 vaccines specifically. The study concludes that there is a need for the Ministry of Health and Social Services to be consistent in issuing hands-on statements proactively to the public at every step of the crisis/pandemic development. This should also be done in all local languages to ensure that the public is not confused or misinformed by conspiracies, propaganda, fake news, and unverified information.
JULACE, Aug 15, 2021
This study investigates the exposure to reading of English Second Language (ESL) learners at Ordi... more This study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL
Sylvia Ithindi, 2024
Amidst today's rapidly changing and unpredictable world, the field of language teaching faces uni... more Amidst today's rapidly changing and unpredictable world, the field of language teaching faces unique challenges. In a VUCA (volatile, uncertain, complex, and ambiguous) environment, language teachers need to possess a diverse skill set to effectively navigate the ever-evolving landscape of language education. This study delved into the significance of training language teachers in a VUCA world and highlighted key strategies training institutions need to equip teachers with the necessary tools for successful language education. A qualitative methodology underpinned the study, carried out through a case study investigation. Participants were purposefully selected and consisted of language lecturers and student teachers specialising in language education at the case study institution. Data were collected with open-ended questionnaires and analysed by establishing emerging themes. The study established that language teachers need to be trained with diverse skills to effectively teach learners during VUCA times. This can be achieved by equipping teachers with the necessary skills, knowledge, and adaptability to help learners improve their language proficiency and intercultural competence. To achieve this goal, teachers should be empowered and equipped with the latest teaching methodologies and technological advancements. Teachers should also create an engaging and inclusive language learning environments that prepare learners for the challenges and opportunities of the intercultural world.
NJLC, 2022
Several language experts have proposed language models that provide a solid foundation for effect... more Several language experts have proposed language models that provide a solid foundation for effective second language acquisition. This paper aims to review language theories and explain their relevance to English Second Language (ESL) learning through reading. The goal is to develop theoretical measures whose considerations and implementations could motivate learners to read more to effectively learn ESL, thereby improving academic performance. This paper highlights three theoretical lenses that contribute to the understanding of second language acquisition through reading, namely social constructivism, the input hypothesis, BICS, and CALP theory. The study discovered that reading instruction in ESL should be practiced through a combination of multimodality, social interaction, and comprehensive input. The integration and use of appropriate technologies in ESL classrooms, teachers' awareness of their learners' developmental level, exposure to challenging reading materials, and the development of learners' critical thinking skills are all necessary components of second language acquisition. These components should be executed properly in the reading lessons for the learners to acquire ESL to the degree of proficiency.
The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts fo... more The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts for ensuring continuous teaching, learning and assessment, by making use of instructional and assessment methods that do not involve human contact. The use of eLearning has since gained momentum, used for curriculum instruction and assessment. The purpose of this study was to establish the authenticity online assessment as used in higher education institutions, with the aim of advancing a model for ensuring an effective online assessment of curriculum content during and post-Covid-19 era. A desktop research methodology was used to gather data for the study. Published research articles on the challenges and effectiveness of online assessment were traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from literature evidence and current observations in the field of online assessment.
University of Pretoria, 2019
The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts fo... more The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts for ensuring continuous teaching, learning and assessment, by making use of instructional and assessment methods that do not involve human contact. The use of eLearning has since gained momentum, used for curriculum instruction and assessment. The purpose of this study was to establish the authenticity online assessment as used in higher education institutions, with the aim of advancing a model for ensuring an effective online assessment of curriculum content during and post-Covid-19 era. A desktop research methodology was used to gather data for the study. Published research articles on the challenges and effectiveness of online assessment were traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from literature evidence and current observations in the field of online assessment. The study established that online assessment was characterised by challenges that compromised its authenticity, thus not contributing to the effective mastery of learning outcomes by students. As students attempt assessment tasks on their own, it was difficult to establish if the submitted work was indeed their own or not. In addition, assessment tasks were too many and impractical for students to handle in a given time. Covid-19 pandemic requires that higher education institutions consider employing online instruction and assessment. However, online assessment methods should be authentic in design and implementation to reflect good quality teaching and learning. The study recommends that higher educational institutions should use online assessment methods that enhance objective and credible assessment such as administering synchronous activities and by customising assessment tasks for students. KEYWORDS: Online assessment, Authentic assessment, eLearning, Covid-19, Higher education.
International Journal of Social Science and Human Research, 2022
The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts fo... more The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts for ensuring continuous teaching, learning and assessment, by making use of instructional and assessment methods that do not involve human contact. The use of eLearning has since gained momentum, used for curriculum instruction and assessment. The purpose of this study was to establish the authenticity online assessment as used in higher education institutions, with the aim of advancing a model for ensuring an effective online assessment of curriculum content during and post-Covid-19 era. A desktop research methodology was used to gather data for the study. Published research articles on the challenges and effectiveness of online assessment were traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from literature evidence and current observations in the field of online assessment.
The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts fo... more The devastating effect of Covid-19 have prompted educational practitioners to maximise efforts for ensuring continuous teaching, learning and assessment, by making use of instructional and assessment methods that do not involve human contact. The use of eLearning has since gained momentum, used for curriculum instruction and assessment. The purpose of this study was to establish the authenticity online assessment as used in higher education institutions, with the aim of advancing a model for ensuring an effective online assessment of curriculum content during and post-Covid-19 era. A desktop research methodology was used to gather data for the study. Published research articles on the challenges and effectiveness of online assessment were
traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the
themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from
literature evidence and current observations in the field of online assessment.
The study established that online assessment was characterised by challenges that compromised its authenticity, thus not
contributing to the effective mastery of learning outcomes by students. As students attempt assessment tasks on their own, it was
difficult to establish if the submitted work was indeed their own or not. In addition, assessment tasks were too many and impractical
for students to handle in a given time. Covid-19 pandemic requires that higher education institutions consider employing online
instruction and assessment. However, online assessment methods should be authentic in design and implementation to reflect good
quality teaching and learning. The study recommends that higher educational institutions should use online assessment methods that
enhance objective and credible assessment such as administering synchronous activities and by customising assessment tasks for
students.
KEYWORDS: Online assessment, Authentic assessment, eLearning, Covid-19, Higher education.
IEEE Xplore, 2021
The integration of Information Communication Technologies (ICTs) in education has become a vital ... more The integration of Information Communication Technologies (ICTs) in education has become a vital role in recent times. The purpose of this paper was to explore perceptions and challenges lecturers and student-teachers were facing on the integration of ICTs in education. A qualitative approach with a case study was employed, whose sample consisted of the five English lecturers and ten student-teachers specialising in English at The International University of Management (IUM). Data was collected with open ended questionnaires and analysed by established themes. Key findings revealed that ICTs plays central role in facilitating teaching and learning activities for English language. ICTs have turned traditional classrooms into virtual spaces that are more interactive and engaging, thereby motivating students to learn. The integration of ICTs was faced by challenges related to the high cost of technologies and the cost of internet connectivity for optimal use of the technologies. The study concluded that ICTs are essential for teaching and learning especially during the current uncertain times of Covid-19. Hence, the study recommends that stakeholders should mobilise resources to improve the provisions and usage of ICTs in educational institutions.
International Journal of Language and Literary Studies , 2022
English is used as a language of communication and as medium of instruction in Namibian schools f... more English is used as a language of communication and as medium of instruction in Namibian schools from Grade 4 to tertiary level. Despite the extensive use of English, the teaching of English remains a challenge to most language teachers in Namibia (Iipinge, 2013). Namibia adopted English as an official language and the language of instruction postindependence in 1990. Before 1990, learning took place through the mediums of Afrikaans as lingua franca and native languages, such as Oshindonga, Oshikwanyama, Otjiherero, Silozi and Rukwangali (Murray, 2013). Therefore, English was used minimal alongside prevalent language such as Afrikaans. This explains why teachers have not only been less exposed to the English language, but also to reading texts in English (Al-Saga et al., 2021).
2021 3rd International Multidisciplinary Information Technology and Engineering Conference (IMITEC)
This study investigates the exposure to reading of English Second Language (ESL) learners at Ordi... more This study investigates the exposure to reading of English Second Language (ESL) learners at Ordinary Level (OL) in Khomas region Senior Secondary Schools. The study focuses on how ESL teachers expose OL learners to reading in the classroom. The qualitative approach with a descriptive case study design was used for this study. Data were collected using non-participant classroom observation and semi-structured interviews with ESL teachers. The collected data were analysed by establishing themes and emerging categories. The study is informed by the principles of the multiliteracies pedagogy of the New London Group (NLG) (1999). The study established that ESL teachers were not exposing OL learners to reading sufficiently, because they were still entrapped in mono-modal teaching habits. The ESL teachers who participated in this study revealed that it was challenge to find appropriate reading materials to use in the classrooms. In addition, participants in this study also demonstrated the lack of broad conceptualisation of literacy that is aligned with the principles and components of the multiliteracies pedagogy. The premise of this paper is to suggest ways in which OL learners can be exposed effectively to reading in ESL classrooms. This study recommends that the principles of the multiliteracies pedagogy (overt instruction, situated practice, critical framing and transformed practices) ought to be introduced in ESL classrooms in Namibia. As a result, ESL
Conference Presentations by Sylvia Ndapewa Ithindi
Higher education institutions serve as the production hub of highly qualified graduates, capable ... more Higher education institutions serve as the production hub of highly qualified graduates, capable of growing national economies through job creation either by employment or self-employment (Adedeji & Campbell, 2019).
Hence, it is vital to ensure that the human capital within higher education institutions is well nurtured to render effective production of graduates who are highly qualified, fit for purpose and steer the sustainable development agenda.
Higher education institutions have an important role to play in developing their human capital for improved quality graduates.
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Papers by Sylvia Ndapewa Ithindi
traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the
themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from
literature evidence and current observations in the field of online assessment.
The study established that online assessment was characterised by challenges that compromised its authenticity, thus not
contributing to the effective mastery of learning outcomes by students. As students attempt assessment tasks on their own, it was
difficult to establish if the submitted work was indeed their own or not. In addition, assessment tasks were too many and impractical
for students to handle in a given time. Covid-19 pandemic requires that higher education institutions consider employing online
instruction and assessment. However, online assessment methods should be authentic in design and implementation to reflect good
quality teaching and learning. The study recommends that higher educational institutions should use online assessment methods that
enhance objective and credible assessment such as administering synchronous activities and by customising assessment tasks for
students.
KEYWORDS: Online assessment, Authentic assessment, eLearning, Covid-19, Higher education.
Conference Presentations by Sylvia Ndapewa Ithindi
Hence, it is vital to ensure that the human capital within higher education institutions is well nurtured to render effective production of graduates who are highly qualified, fit for purpose and steer the sustainable development agenda.
Higher education institutions have an important role to play in developing their human capital for improved quality graduates.
traced, reviewed and analysed according to predetermined topics of research interests. The findings from the review informed the
themes that were interpreted and discussed as ultimate answers for the study. The interpretation of the themes draws insights from
literature evidence and current observations in the field of online assessment.
The study established that online assessment was characterised by challenges that compromised its authenticity, thus not
contributing to the effective mastery of learning outcomes by students. As students attempt assessment tasks on their own, it was
difficult to establish if the submitted work was indeed their own or not. In addition, assessment tasks were too many and impractical
for students to handle in a given time. Covid-19 pandemic requires that higher education institutions consider employing online
instruction and assessment. However, online assessment methods should be authentic in design and implementation to reflect good
quality teaching and learning. The study recommends that higher educational institutions should use online assessment methods that
enhance objective and credible assessment such as administering synchronous activities and by customising assessment tasks for
students.
KEYWORDS: Online assessment, Authentic assessment, eLearning, Covid-19, Higher education.
Hence, it is vital to ensure that the human capital within higher education institutions is well nurtured to render effective production of graduates who are highly qualified, fit for purpose and steer the sustainable development agenda.
Higher education institutions have an important role to play in developing their human capital for improved quality graduates.