DSpace Repository :: Browsing by Author "Mwangi, Phyllis W."

Browsing by Author "Mwangi, Phyllis W."

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Adult education and development lessons from Somaliland
(Msingi Journal, 2019) Nthiga, Purity M.; Kiguru, Gatitu E.; Mwangi, Phyllis W.
The Incheon Declaration 2015- “Towards 2030: a new vision for education,” recognizes the important role of education as the main driver of development, and therefore commits to “ensure inclusive and equitable quality education and promote life-long learning opportunities for all(p. i).” The declaration further commits to “ensuring that all youth and adults, especially girls and women, achieve relevant and recognized functional literacy and numeracy levels and acquire life skills and that they are provided with adult learning and training opportunities (p. 7).”” This commitment is a clear recognition of the role of adult education in development. Sadly, although adult education and lifelong learning are key for achieving social change and reducing poverty levels, the sector receives minimal attention in development matters in many African countries. According to UNESCO the adult education sub-sector of state education systems remains relatively underfunded and marginal despite the improved living conditions in many African countries since the 1990s. Few countries have specific, ratified national adult education policies while in some others adult education is seen as a human right but only practically enforceable subject to availability of resources. This paper outlines evidence of positive changes accrued from literacy and skills training project in one region in Somaliland. In addition to literacy and numeracy, the participants in the project were trained in tailoring or cookery as well as on health, nutrition, hygiene and entrepreneurship. More so, the project offered micro-credit to those wishing to start small businesses. Major developmental changes including employment, healthier families, businesses and better civic participation were realized by the individual participants, their families and the community. From this evidence the paper argues that it is important for countries in Africa to seriously harness the adult education sub-sector for development as one way of translating the Incheon commitment to tangible achievements.
An Evalution of Effectiveness of the Language used to Campaign againist Improper Disposal of Waste: A Case Study of Kayole Area
(2013-04-23) Wekesa, Christine Khakasa; Mwangi, Phyllis W.
This study evaluated the effectiveness of the messages used to campaign against improper disposal of waste. The study used both secondary and primary data. Secondary data was from already existing message items while primary data was from the four originators of the messages and twenty eight respondents who were sampled on the basis of their age, educational level and sex. The latter interpreted the messages sampled. The total sample was therefore thirty two. The study sampled both spoken and written messages. They appeared in the forms of pamphlets, posters and signposts for the written while the spoken included public baraza and training sessions. Out of these, half were in Kiswahili and the other half in English. Using chi-square, the variation between the meaning intended by the originators of the messages and the meaning given by the respondents was determined. ;tAustin's Speech Act Theory and Grice's *f'nd Theory of Implicature were used. Austin's theory was appropriate because it helped identify the meaning of an utterance, the intention of the speaker and the interpretation of the hearer. Grice's Theory guided us in establishing whether the maxims were obeyed or flouted. In presentation of data, we had a total number of respondents computed against the total number of the message items interpreted correctly. It was established that the social variables did not play a significant role when it came to the interpretation of the messages. Majority of the messages items were interpreted correctly by the respondents. However, written messages were preferred by the respondents as compared to the spoken ones. Similarly, messages in English performed better than those in Kiswahili. Lastly, it is worth noting that in future, long messages should be avoided. They should also be worded accurately and be made specific to minimize guess work.
Expansion of Vocabulary in the Kenyan Sign Language used by the People with Hearing Impairments in Karen Vocational Training Institute
(2013-04-23) Kimani, Esther Wangui; Mwangi, P.; Mwangi, Phyllis W.
This study focuses on the expansion of vocabulary in the Kenyan Sign Language. The main objectives of the study were: to explore what processes of lexicon expansion are evident in KSL, to find out which of the identified processes is most prevalent in the expansion of the KSL vocabulary across the KSL dialects, and to evaluate whether the Kenyan Sign Language communicates figuratively. The review of related literature includes literature on Sign Language in general, the revolution of a vocabulary item, the processes of lexicon expansion in sign languages and figurative language. This study has used two theories. The first is a morphological theory within the linguistic model of Generative Grammar initiated by Chomsky. This is the Full Entry Theory of the Lexicon. The second is the Core Peripheral Model of the Lexicon. The study was carried out at the University of Nairobi and at the Karen Vocational Training Institute for the Deaf that is in Nairobi West District. At the University of Nairobi, the sampled members of the Kenyan Sign Language Research Project were interviewed using a preprepared interview schedule. At the Karen Vocational Institute for the Deaf, the sampled post secondary students were interviewed as well. Qualitative and quantitative data analysis approaches were used. This was followed by a comprehensive presentation of the analysed data where descriptions, tables, pie charts and bar graphs were used. The study found that the KSL uses five processes in the expansion of its vocabulary. These processes are compounding, semantic expansion, coinage, reduplication and borrowing. Coinage was identified as the most prevalent process of lexicon expansion across the KSL dialects. This study also discovered that KSL communicates figuratively only to a very small extent.
Harmonizing the orthographies of bantu languages: the case of Gĩkũyũ and Ekegusii in Kenya
(University of Nairobi, 2013) Njoroge, Martin C.; Mwangi, Phyllis W.; Mose, Edna Gesare
Despite the multiplicity of African languages, available literature on the development of these languages points to the need to have their orthographies harmonised and standardised. This is because properly designed orthographies can play a monumental role in promoting their use in all spheres of life, and hence contribute to Africa’s socio-economic development. Such harmonisation is practical, especially among languages such as Gĩkŭyŭ and Ekegusii, two distinct Kenyan Bantu languages that are mutually intelligible. This paper examines how similar or dissimilar their phonologies and orthographies are, with a view to proposing how they can be harmonised. The paper concludes that there are benefits that can accrue from such harmonisation efforts, especially because there will be greater availability of literacy materials accessible to the speakers of the two languages.
An investigation of the relationship between the in school linguistic environment and academic performance in primary schools
(2012-06-08) Mwangi, Phyllis W.
This work deals with the in-school linguistic environment of a few selected primary schools in Molo town zone and the effect this has on performance in English as a subject and in the subjects taught and tested in English. Four schools were considered but only the sixth class was put under observation. The issue was to determine the extent to which exclusive speaking of English in the school compound affects performance in, one, English and two, the subjects taught and tested in English. Thus two of the schools were those that use English in and outside the classroom while the other two were those that only encounter it in the classroom. Several instruments were used to collect data. They were: a composition; class tests in English, C.R.E., geography and history; an interview with the Molo Area Education Officer; a questionnaire and an opinionnaire for pupils and teachers respectively. In data analysis, the statistical method was employed. Relative frequency distributions, frequency polygons and the mean scores of the tests given in the four subjects were given. The data analysis showed that the two schools which speak English exclusively in the school compound performed better in the four subjects tested than the other two that don't. Recommendations on how to improve the existing situation were also made.
An investigation of the relationship between the In-school linguistic environment and academic performance in primary schools
(2012-05-17) Mwangi, Phyllis W.
This work deals with the in-school linguistic environment of a few selected primary schools in Molo town zone and the effect this has on performance in English as a subject and in the subjects taught and tested in English. Four schools were considered but only the sixth class was put under observation. The issue was to determine the extent to which exclusive speaking of English in the school compound affects performance in, one, English and two, the subjects taught and tested in English. Thus two of the schools were those that use English in and outside the classroom while the other two were those that only encounter it in the classroom. Several instruments were used to collect data. They were: a composition; class tests in English, C.R.E., geography and history; an interview with the Molo Area Education Officer; a questionnaire and an opinionnaire for pupils and teachers respectively. In data analysis, the statistical method was employed. Relative frequency distributions, frequency polygons and the mean scores of the tests given in the four subjects were given. The data analysis showed that the two schools which speak English exclusively in the school compound performed better in the four subjects tested than the other two that don't. Recommendations on how to improve the existing situation were also made.
A Morpho-Semantic Study of Kipsigis Place Names
(2013-12-17) Kibet, Kirui Robert; Mwangi, Phyllis W.; Ndung’u, R. W.
This study focused on the morpho-semantics of place names in the Kipsigis dialect. The study had three objectives, which were: to describe the morphological processes involved in the formation of names in Kipsigis, to establish the extent to which Kipsigis toponyms were formed through systematic processes and lastly to analyze different meanings evident in Kipsigis toponyms. The study used a descriptive research design. The data was in the form of place names. Fifty six toponyms were sampled purposively from a roll of administrative units in sub-county commissioner‟s office in Bomet Sub-County. Based on Generative Morphology, the morphological structures of the sampled names were described and the percentage of frequency of occurrence of each process was captured in pie-charts. Twelve respondents were interviewed for meanings. A semi-structured interview was used to obtain the meanings of the names. The data was analyzed in terms of the meanings evident. The findings were that the names exhibit certain morphological processes, both, systematic and idiosyncratic. Systematic word formation processes were prominent. The examples the systematic word formation processes were: affixation, compounding and conversion while under idiosyncratic processes we had avoidance of word formation. The study also found out that all Kipsigis toponyms bear denotative meanings. In addition, some carry connotative meanings. The study made pertinent recommendations, one of which is that when naming places or institutions, those responsible should consider the semantic implication of such names. The study also suggested areas for further studies.
Surveying Multicultural Literacy Levels in Kenya: Comparison of Primary, Secondary and University
(2014-06-12) Njoroge, Martin C.; Mwangi, Phyllis W.; Furaha, Emmanuel
Kenyans belong to diverse cultures but how literate are they in understanding one another’s cultures? What is the role of teaching in the acquisition of multicultural literacy? To what extent are the primary, secondary and university students literate in, for example, Turkana, Maasai and Nubian cultural issues? What is the correlation between gender, education level and multicultural literacy? Using a quantitative research design, and using a pretest-posttest paradigm, data were collected from sampled primary, secondary and university students to determine levels of multicultural literacies. A pretest comprising 30 items was given to all the 25 sampled students at each education level. The test was marked and score recorded. The students were then taught about the Maasai, Turkana and Nubian cultures. A posttest having the same questions as in the pretest was later given, marked and scores recorded. Data were then analyzed using computer based SPSS. To test the correlation, Levene’s test for equality of variances was used to establish whether the observed differences among gender and education variables were purely random or whether there were real differences between the means. The findings show that exposing students to information on the three cultures influenced performance in the posttest. Learners became more literate in multicultural issues after the teaching. We argue that incorporating multicultural content in the curriculum will expand students’ multicultural awareness and decrease negative stereotyping of individuals from other Kenyan cultures. Ultimately, the achievement of Kenya’s national goals of education will be enhanced.
Utilizing Resources in Linguistic Minority Communities to Enhance Acquisition of Literacy Skills among Learners: Evidence from Maasai, Turkana and Nubian Language Groups in Kenya
(2014-06-17) Njoroge, Martin C.; Mwangi, Phyllis W.; Furaha, Emmanuel
The Language in Education Policy in Kenya supports the education of children in their mother tongue (MT) for the first three years of primary. However, this policy has not been implemented amongst the minority language groups in Kenya, mainly because most of the languages involved have not been developed. Consequently, some minority communities are forced to use MT materials written in the neighboring majority languages. Minority languages, just as the dominant languages, carry with them a wealth of knowledge about the local ecosystem and act as a repository of a speech community’s history, traditions, arts and ideas (Kamwangamalu, 2008). Thus when a language is lost, much more is lost than just its basic function as a tool of expression. There is, therefore, need for documentation of the available unwritten resources in minority languages because every one of the world’s languages is unique and invaluable. The issue of literacy among linguistic minorities forms the gist of the proposed colloquium. The colloquium will be based on a research done on oral literature genres in three minority languages in Kenya: Maasai, Turkana and Nubian, which were randomly sampled. Using oral literature samples from these minority languages, we shall illustrate the wealth of resources and knowledge that can be harvested, which, in turn, can be used in enhancing acquisition of literacy skills among learners. We argue that if these oral literature materials are selected carefully, they will form useful resources in the achievement of literacy for all and in instilling social values because most oral literature genres contain useful lessons where good is rewarded and evil punished.
Verb morphology in Gikuyu in the Light of Morpho-syntactic Theories
(Kenyatta University, 2001) Mwangi, Phyllis W.
Among the many controversies in linguistics today, there are two that have captured our interest. The first and the main one involves the status of morphology and its relationship with other components of grammar like syntax, phonology and semantics. Some linguists believe morphology can adequately be catered for in these other components and therefore does not need a separate component in language. Others however feel that there are issues that are morphology-specific worth studying. The second controversy addressed in this work involves the distinction normally drawn between inflection and derivation. There are those who believe that the dividing line between the two is rather fuzzy and not really meaningful. The opposing camp, however, thinks that the two are distinct. Our research was prompted by these two debates. In addressing the first one, we have looked at morphological and syntactic implications of four valency-changing morphemes in Gikuyu, namely: the applicative, the causative, the passive and the stative. We have sought to explain the syntactic effects of the affixation of these morphemes within the Merger Theory (Marantz, 1984) and the Incorporation Theory (Baker, 1988a,b), both of which are syntactic in orientation. As a preliminary to the above task however, this research addresses the distinction drawn between inflection and derivation in Gikuyu. We have employed four distinguishing criteria on the four morphemes in order to determine to what extent each exhibits features associated with inflection on the one hand and derivation on the other. In relation to the first research issue, we have found that the syntactic theories of Merger (Marantz, 1984) and Incorporation (Baker, 1988a,b) cannot adequately account for the morpho-syntactic behaviour of valency-altering morphemes in Gikuyu. We have explained what the shortcomings of the theories are, and where possible, suggested alternative analysis. Finally, we have concluded that although morphology interacts closely with other components of language, it retains a distinct place in the study of language. We have recommended that further research is necessary in this area, especially geared towards a lexical- functional approach given the rich and complex morphology evident in Gikuyu and in Bantu languages generally. Concerning the distinction between inflection and derivation, our analysis has shown that the four distinguishing criteria do not give conclusive results, tbus making it difficult for us to classify the morphemes as either inflectional or derivational. In view of this, we have reformulated the distinguishing criteria to suit Gikuyu after arguing that the distinction is necessary especially for lexicographical purposes.
XX ISA World Congress of Sociology 2023
(Kenyatta University, 2023-09) Mwangi, Phyllis W.
I attended the XX ISA World Congress of Sociology 2023 held from 25th to 1st September 2023 in Melbourne, Australia. It was themed: Resurgent Authoritarianism: The Sociology of New Entanglements of Religions, Politics, and Economies. The conference brought together linguists, sociologists and other social scientists from all over the world and was organized by the International Sociological Association under whose umbrella, RC25: Language and Society falls. I am a member of both.

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