This study investigated the perspectives on writing competences in English Second Language among learners at Hans Daniel Namuhuja Senior Secondary in Oshikoto Region, Namibia. Writing as a skill in English as a Second Language is receiving less attention among teachers and learners and thus weakening the performance of learners even across curricula in secondary schools in Namibia. A qualitative study employing criteria referenced technique as a sampling procedure to select participants who share the same characteristics was conducted on two teachers and six learners. Some of the criteria included two teachers currently teaching English as a Second Language in the senior secondary phase in a linguistically diverse classroom where English has indigenous language interference and at least two top performers of learners in writing activities and 4 low performers in writing activities irrespective of gender. The main findings of this study were that the writing competence for learners is mostly affected by the syllabus; teachers training and the approaches teachers use to teach writing. Inadequacy of reading and writing facilities, including parental support inhibits the interest of teachers and learners in producing meaningful writing activities. Amongst many, it is therefore recommended that institutions that equip teachers should set up strategies that will make writing an enjoyable activity at school and in real life. Learners should be encouraged to face writing activities as a form of creativity than just knowledge obtained in mere learning.

Writing, Writing Across Curricula, Parental Involvement, Creativity