Proficiency in English as a Second Official Language (ESOL) in Lesotho: A Survey on Views of Examiners and Moderators
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Date
2009-06
Authors
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Journal ISSN
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Publisher
National University of Lesotho:Institute of Southern African Studies
Abstract
The purpose of this article was to survey the views of external
examiners and moderators regarding written English at the National
University of Lesotho (NUL), Lesotho College of Education
(LCE/NTCC) and other education institutions in the country. This
has been motivated by the general concern that the standard of English
in Lesotho is very low. The paper first presents a background to
English as the international and global language and the second
official language as well as the medium of instruction in Lesotho. It
further discusses the meaning of proficiency in English and the
rationale for teaching and learning English as well as using English as
the medium of education. The authors then specifically present
examples of poor performance in English at the NUL, LCE (NTTC),
COSC, LJC and primary schools as seen through the eyes of
examiners, moderators and researchers. Most importantly, the article
proposes ways and means of how written English can be improved in
Lesotho’s educational institutions. First, there has to be a drastic
change of attitudes towards English. It should be considered positively
as a global language that is here to stay. Secondly, all that whose
responsibility is to teach English and through English should always
strive to create communicative atmospheres for the students of
English. Thirdly, the educational institutions should introduce and
use consistently the concept and practice of language and learning
across the curriculum (LLAC). That is, every teacher should be
conscious of the position of English in the education system and,