Language diversity of pre-primary learners in Epako, Namibia Barbara Scharfbillig, Student at the University of Cologne, Institute for African Studies, 2 nd May 2013 Page 1 Language diversity of Pre-Primary learners in Epako, Namibia Barbara Scharfbillig Student at the University of Cologne Institute for African Studies This paper briefly summarizes the research results on the diversity of primary languages among pre- primary learners in Epako, a township of Gobabis, the district capital of the Omaheke Region in Namibia. It includes 16 pre-primary institutions in Epako and shows the overall outcomes of the children- questionnaire for pre-primary learners, evaluated at 22 nd of March 2013. During the research period, the primary languages of 466 pre-primary learners were identified. Altogether, 76,4% of the questioned pre-primary learners have the possibility to receive primary education in their primary languages Khoekhoegowab and Othjiherero at schools in Epako. Children speaking Afrikaans, Ju/’hoansi, Naro, Oshiwambo, Rukwangali and other languages do not have access to mother tongue education in Epako. The number of pre-primary learners speaking Ju/’hoansi and Oshiwambo is, according to the National Curriculum for Basic Education (Namibian Ministry of Education 2008), high enough to implement grade 1 classes or multi-grade classes with mother tongue education in 2014, if these children enter one particular school. I. Introduction Namibia is a country with 2,1 Mio inhabitants and a high degree of language diversity. Although the official language is English only, not more than 1% of the population speaks English as a mother tongue. Of all Namibians 48% speak a variety of the Oshiwambo language, 11% speak Khoekhoegowab, 11% Afrikaans, 10% Rukwangali and 8% Otjiherero. The remaining 12% of the population speak 25 different languages (Government of Namibia 2013). The high language diversity leads to special circumstances and challenges in the education system. The Language Policy in Education recommends the use of the mother tongue as medium of instruction from grade 1 to 3, while English is used at the medium of instruction from grade 4 to 12 (Ministry for Basic Education, Sport and Culture 2002). The National Curriculum for Basic Education (NIED 2008) recommends that “ In multi-language schools, Mother Tongue language classes will be constituted where there are a