Abstract-The Teaching of English as a second/foreign language is a very thought-provoking, but gratifying exercise. Teachers of English as a second/foreign language encounter several problems while carrying out their profession. This paper argues that teaching English as a second language at the National University of Lesotho (NUL) is a very challenging activity due to several factor. These range from large classes to the level of students admitted at NUL. The paper purports that the students admitted at NUL seem to be unprepared with the content, concepts, and skills they are taught, due to their poor background knowledge from high school. The paper therefore proposes that the English Language curriculum of Lesotho high schools be subject to review by staff members of the Department of English at the NUL, who have a better idea of what they expect of the students from high school. The paper argues that the goal of an English teacher is to excite the students about learning, speaking, reading, writing, and comprehending English.

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(NUL) dates as far back as 1945 when the then Pius XII College was founded at Roma by the Roman Catholic Hierarchy of Southern Africa. Since 1945, various major developments in the history of the university have taken place in terms of both physical infrastructure development and growth in student enrolment. By 1963, the student population and staff had grown to a considerable number, leading to the construction of staff houses, a kitchen and refectory, a modern science block, administrative buildings, workshops, a garage and a power plant. With the increasing numbers of students, the construction of student residences became inevitable. Currently, there are eight male and five female halls of residence at NUL for undergraduate students. The male residences are Africa, Chancellor, Freedom, Khotso, Machabeng, Mswati, Murtala and Tšepo, while the female residences are Africa, Canada (CIDA), Guilbeault, Khama and 'Masenate. In addition, there is a residence for postgraduate students, known as German Embassy. This paper shows that the naming of these residences was motivated by different factors, including the significance of some of the names to Lesotho as a nation and to NUL as an institution. The paper further reveals that NUL as a public institution is sensitive to its relations with stakeholders and the outside world at large, and deliberately makes use of names which could impact positively on the image of the institution in one way or another. The paper thus concludes that behind the name given to every student residence at NUL lies a motivation which could be political, cultural and/or social, and that these names actually serve as a reflection of the cultural and collective identity of NUL.