ABSTRACT
This chapter is concerned with the development of student teachers' writing skills and self-confidence, as well as positive attitudes and interest in Oshindonga as a subject through collaborative work, group work, and peer and pair writing. The teacher's responsibility is always to improve the teaching environment so that it can benefit the students. In composing their short stories, student teachers generated valuable oral literature. Some of the students emphasized note-taking, saying that their problems with organizing ideas were minimized because their notes guided them in structuring their piece of work. The vast majority of students gained much in terms of getting ideas, planning their writing, making notes, and drafting. The chapter discusses a second-year class consisting of twenty student teachers, twelve of whom are doing Oshindonga and eight Oshikwanyama, another major language of the region. The other ten learned Oshindonga at school and use it as a second language.
