RP-Department of English & Linguistics

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Browsing RP-Department of English & Linguistics by Author "Gathumbi, Agnes W."

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    Access To Literacy Empowerment Through Systematic Interventions: English Literacy Benchmarks In Kenya
    (Journal Of College Teaching & Learning, 2005) Gathumbi, Agnes W.
    English language in Kenya has been given a higher status as compared to other languages. Apart from being the official language, it is the language of instruction from primary four upwards. Stakeholders also regard it as the language of social and economic upward mobility. Recognition of English mastery notwithstanding, there is evidence that the reality in the school system is far below the ideal. Although the shortcomings in the mastery of literacy in English in Kenyan primary schools are associated with a number of factors, studies done in this area have not delved into detailed intervention approaches needed to improve English Literacy in primary schools. It was therefore, important to develop benchmarks as standards to inform policy makers, curriculum developers, teachers, teacher trainers and materials developers. This paper reports the results of a nationwide study aimed at reducing illiteracy in Kenya by developing interventions in form of English Literacy benchmarks for primary grades 3 and 6.This study was done by a team of Research and Development researchers, with the support of the Rockefeller Foundation. This is the first time attainment standards of any kind have been developed in Kenya.
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    Regional and Gender Disparities in the Attainment of Desired English Language Competence Levels
    (Journal for the Advancement of Educational research, 2010) Gathumbi, Agnes W.
    English language in Kenya is the medium of instruction from primary class 4 upwards. The assumption here is that by the end of class 3 (three years of elementary education), learners will have attained English language abilities to enable them benefit from instruction in English. At class 4, learners should be able to study and understand other subjects' contents in the curriculum, taught in English. It was important, therefore, to establish whether learners attain the desired skills by the time they shift to learning in English. This paper discusses the findings of a study conducted among a representative national sample of 6,962 class 3 learners from 185 schools. The study established learners' attainment of various reading and writing skills, with special reference to region and gender. The findings indicate there are gender and regional disparities in attainment of the desired language skills. Conclusions and recommendations have been made, from the findings.