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Using Swahili and English to Test Explanations of Agrammatism
(Psychology press, 2011-05-25) Abuom, Tom O; Obler, Loraine K; Bastiaanse, Roelien
Background: This study is on time reference through verbs in two Swahili-English bilingual agrammatic speakers. Recent studies in several languages have shown that time
reference through verb inflection, and more specifically through tense, is impaired in
agrammatic speakers. Consequently, several theories have been proposed to account for
this phenomenon. We explore three kinds of theories of agrammatism that are eligible
to account for these data: (1) a deficit in Tense; (2) a deficit in Discourse Linking; (3) a
Morphological-System deficit.
Aims: The study investigated the patterns and degree of severity of time reference impairments in bilingual agrammatic speakers of Swahili and English. Production of past and
future verb forms was examined in both languages to determine which of the explanations for verb inflection errors holds in bilingual agrammatic speakers.
Methods & Procedures: A sentence completion test was developed in two languages to
elicit sentence constructions that refer to the past and the future. This test was administered to two bilingual agrammatic speakers of Swahili and English and three age- and
education-matched control participants.
Outcomes & Results: The performance of the control participants on the two tests was
perfect in both languages. Similarly, the two agrammatic speakers’ performance in Swahili
as well as future tense in English was at ceiling. However, both agrammatic speakers had
selective deficits in the production of English past tense.
Conclusions: The discrepancy between the English and Swahili data cannot be explained
by a syntactic or discourse linking theory. Only a morphological deficit in terms of
number of possible candidates for a particular inflectional form fits with the data.
Production and Comprehension of Reference of Time in Swahili–English Bilingual Agrammatic Speakers
(Routlage, 2012-07-24) Abuom, Tom O; Bastiaanse, Roelien
Background: Several studies on time reference show that monolingual agrammatic speakers have difficulty producing and/or comprehending verb forms referring to past events
or actions. The PAst Discourse LInking Hypothesis (PADILIH) has been formulated to
account for this phenomenon (Bastiaanse et al., 2011). In the current study on bilingual
aphasia we examine whether time reference problems, especially reference to the past,
extend to both languages of bilinguals with agrammatic aphasia. The two languages,
Swahili and English, have different verb morphology for expressing reference of time.
Aims: The current study tested the production and comprehension of reference of time
through verb morphology in two languages of Swahili–English bilingual agrammatic
speakers.
Methods & Procedures: A total of 13 agrammatic speakers and 13 non-brain-damaged
individuals were tested using an adaptation of the Test for Assessing Reference of Time
(TART; Bastiaanse, Jonkers, & Thompson, 2008; Swahili version: Abuom & Bastiaanse,
2010). Reference to the past, present, and future conditions were examined through a
sentence-completion and a picture–sentence-matching task.
Outcomes & Results: While the non-brain-damaged participants performed at ceiling in
both languages, the agrammatic individuals’ performance showed a selective deficit of
reference to the past on both comprehension and production tasks. A similar pattern was
observed in the two languages in spite of the structural differences.
Conclusions: The PAst Discourse LInking Hypothesis (PADILIH) was supported by
these results. Furthermore it has been revealed that time reference deficits extend to both
tested languages of bilingual speakers with agrammatic aphasia regardless of the structure
of languages mastered pre-morbidly. The implications of these findings for the theories of
bilingual agrammatism are discussed.
Competency Based Curriculum in Kenya: Taking Stock of Implementation Process at Early Years Education
(Culture, Education, and Future, 2025-06) Wanyama, Bernard Wasilwa
This paper argues that the government implemented Competency Based Curriculum (CBC) with the aim of nurturing global learning competencies into learners. However, the quest faced many challenges at the Early Years Education (EYE) level. Such scenario was going to have a negative implication on producing learners with envisaged competencies. The purpose of this study therefore, was to investigate the gaps that existed in the designed curriculum framework and the actual practice during implementation process. The study adopted descriptive survey design method. Purposive sampling and simple random sampling were employed to select participants. Interview schedules, document analysis and structured observations schedules were utilized to collect data. Quantitative data was analyzed by use of frequencies, percentages, means, pie charts and bar graphs while qualitative data was analyzed thematically and reported inform of quotations and narrations. It was established that gaps existed in the stated curriculum framework designed and the actual practice during implementation. The study concluded that teachers’ we’re not sufficiently retooled on pedagogy and assessment, making their understanding on curriculum implementation vague. There was acute shortage of infrastructure especially digital devices and internet connectivity, undermining the attainment of digital literacy competency. Stakeholders were not adequately sensitized on the rationale for the curriculum reforms before roll out making them sceptical, uncertain and doubtful. It recommended retooling of teachers, funding to be backed by a coherent policy which prioritizes the provision of infrastructure, teaching and learning resources and sensitization process to involve all stakeholders working to implement the reform in shared sense-making.
Plagiarism Awareness and Practice by Postgraduate Students in Public Universities in Kenya: From an Academic Integrity Standpoint
(egional Journal of Information and Knowledge Managemen, 2025-06) Odongo, Stephen Odera; Njoroge, Rose Wambui; Njoroge, George Gitau
Rationale of study-The study assesses plagiarism awareness and practice as a means of academic integrity among postgraduate students. Methodology -The study adopted a descriptive design with a mixed-methods design utilising both questionnaires and interviews to collect data. The population consisted of 711 postgraduate students from three public universities in Kenya. Findings -The study obtainedresponses from a sample of 499 participants.The findings revealed a significant discrepancy between the theoretical knowledge possessed by postgraduate students regarding plagiarism and their actual writing practices. The doctoral students' understanding of academic integrity was significantly shaped by their awareness of plagiarism and university policies, their engagement with plagiarism practices, and their use of library resources. However, the emergence of new challenges, such as AI-generated content and paraphrased plagiarism, adds to this complexity.Implications -It recommends that the focus should shift from theoretical knowledge about plagiarism to developing comprehensive, practically oriented programs that build real skills. A multi-faceted intervention is required, involving postgraduate students, the library,and various departments.Originality -This study examines plagiarism awareness and practices among postgraduate students in public universities in Kenya.
Headteachers’ Teacher Capacity Building Strategies’ Influence on Learners’ Acquisition of Core Competencies in Public Primary Schools in Nyandarua County, Kenya
(International Academic Journal of Social Sciences and Education, 2025-06) Kabiru, Patricia Wairimu; Kariuki, Damaris; Guantai, Hellen Kiende
This paper investigates the role of capacity building as a strategic management practice employed by head-teachers and its influence on learners’ acquisition of core competencies in public primary schools in Nyandarua County, Kenya. Despite the rollout of Kenya’s Competency-Based Curriculum (CBC), performance in core competencies among learners remains uneven across counties. Nyandarua County, in particular, has consistently underperformed in comparison to neighboring regions. This study employs a descriptive survey design with quantitative and qualitative approaches to examine how head-teachers implement teacher development strategies and the extent to which these strategies affect learner outcomes. Drawing on Skills Acquisition Theory and Contingency Theory, the paper presents a synthesis of global, regional, and local literature, including policy analysis, and primary data collected through questionnaires, interviews, and document analysis. Findings indicate that teacherfocused capacity building, comprising inservice training, professional mentoring, and collaborative learning platforms, significantly improves instructional delivery, thereby enhancing learners’ core competencies in communication, critical thinking, digital literacy, and problemsolving. The paper concludes by recommending targeted investments in professional development, integration of continuous feedback systems, and strengthening of school leadership capacities to align teacher practices with CBC expectations.