RP-Department of English & Linguistics

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An analysis of the spelling errors in the written English of Kenyan pre‐university students
(Taylor & Francis, 1994) Nyamasyo, Eunice A.
There are two medical schools training doctors in Kenya: the Moi University established in 1984 and the University of Nairobi established in 1967. The University of Nairobi has so far produced the majority of Kenyan doctors. Both are public universities with the Government being the main financier. The increased demand for university education and the inability to meet these demands has led to the introduction of a system of training self-sponsored medical students alongside Government-subsidised students. One other public university has started a medical school. The pressure to increase the number of schools and students in the absence of increased resources poses a particular challenge to the country.
Importing Composition: Teaching and Researching Academic Writing Beyond North America
(National Council of teachers of English, 1995-05) Muchiri, Mary N.; Mulamba, Nshindi G.; Greg, Myers; Ndoloi, Deoscorous B.
Computer-based corpora: problems of collection and interpretation of Kenyan texts in English
(Kenyatta University, 1999) Nyamasyo, Eunice A.
Computer-basedcorpora as sources of language material for description is a relatively new concept inlinguistics in Kenya, if not in Africa generally. The collection of relevant and / or appropriate text samples:spoken, written, or otherwise, is therefore fraught with a number of difficulties. The linguist isfaced with a range of problems in, firstly, processing any collected material and secondly, making correctinterpretations of the said data. The computer, a recent innovative tool in language-based research, requires the researcher to have both data inputting and processing skills. Text samples as the basis of data are obtained from various sources some of which require special permission to access. Once acquired, text samples vary in origin and characteristics hence raising issues of interpretation.Notwithstanding, the Kenyan sample is an essential component of the International Corpusof English (ICE) as a source of data for the description of the present-day English language.
The verb 'be' in Kikamba: issues in identifying the form
(Kenyatta University, 1999) Kioko, Angelina N.
triedfor three years to find the verb 'have'in Ewe ... " Those were the words uttered with a m' of frustration and delight of a missionary on furlough several years ago. (Welmers 1972. 208) This quotation echoes the challenges presented to a researcher in Bantu linguistics b) surface structure (spoken) form of a typical Bantu language. A major part of the problem is attrib to the many morphophonological processes operating on the basic forms thus obscuring the a forms of particular morphemes and/or lexical items. Given the spoken form of Kikamba, for e one can isolate four forms of the verb 'be'; e, nii' and -ith(i) w- as the sentences below show
Whose English in Kenyan schools? A case for a nativized variety
(Kenyatta University, 2002) Kioko, A.; Muthwii, M.
The question, "whose English in Kenyan schools?" would generally elicit two polarised responses. Language planners and some educators would not hesitate to give the British Standard as the variety taught in our schools while researchers sensitive to the local sociolinguistic reality would argue that indeed the variety of English taught and used in our schools is significantly different from the British Standard variety. The existence of varieties of the English Language, differentfrom the native speakers' varieties, is now generally accepted by linguists (see Bamgbose, 1982; Kachru, 1985, 1987; Bailey & Gorladi 1982). In recognition of this fact and its implications for the teaching of English, there has been an outcry for the adoption of local varieties of English in the education systems of particular geo-political regions (Schmied, 1990; Platt & Weber, 1984). Scholars with this persuasion insist that when the localised norm is recognised by contextualizing the teaching materials tofit the local sociocultural situation, the theoretical norm and actual language behaviour show less discrepancy (Kachru; 1990). In the Kenyan situation it is clear that "local creative writing" has been incorporated into the mainstream literary teaching materials in the education system. However, the internal local norms of correctness and appropriateness with regard to either pronunciation, grammar, or semantics have never been seriously considered, acknowledged or publicly recognised in the same way as has happened in local creative writing. This creates problems for English language teachers who are not only nonnative speakers of English but are also expected to harmonise the disparity between the nativized language of creative writers and that of grammar books, in the teaching of English. This paper, in examining English Language education in Kenya appraises the relationship between the theoretical norm and the actual language behaviour, and then discusses the advantages of teaching and examining a nativized educated variety of English.
Viewing speech pathology as aspect of applied linguistics
(De Gruyter, 2002) Mwihaki, A. N.
Sheng: peer language, Swahili dialect or emerging Creole?
(Taylor and Francis, 2002) Githiora, Chege
Quantitative data collected during a recent research trip have shed light on the social and linguistic factors that affect language choice and use in the complex multilingual setting of Nairobi City. The first section of this paper provides the sociolinguistic backdrop of Nairobi, addressing issues of language choice among the city residents, the general distribution of Kenyan national languages in areas of the city, and functional uses of those languages as well as Swahili and English. The main section of the paper however focuses on the widely used mixed code known as ‘Sheng’. Used principally among the youth, it is based on Swahili grammar but uses resources from other Kenyan languages to create a dynamic, mixed code. Stratified data samples were collected during a period of four weeks in selected city locations covering the four compass directions. While the larger part of the survey consisted of quantitative information in the form of a written questionnaire, raw speech data collected during open-ended interviews are used to sketch a structural description of Sheng in areas of morpho-syntax and phonology. These are then contrasted to Kenyan Standard Swahili. Attitudes towards Sheng are also considered, and compared to Swahili, English and other langauges spoken in the city. Present and future implications of the use and spread of Sheng in urban Kenya raise a few questions about the impact of Sheng in primary and secondary school, its implications for the growth of Standard Swahili, and (lack of) language policy in Kenya
Meaning as use: a functional view of semantics and pragmatics
(Johannes Gutenberg Universität Mainz, 2004) Mwihaki, A. N.
This article addresses the notion of linguistic meaning with reference to Kiswahili. It focuses particular attention on meaning typology, with the assumption that a discussion of meaning types can enhance the understanding and appreciation of linguistic meaning. The discussion takes its general conceptual orientation from the approach that considers meaning as use, whereby the unit of analysis is the speech act. This is a functional view of linguistic meaning, the tenets of which are contained in functional grammar. From a broader perspective, this article distinguishes conceptual and associative meaning then proceeds to deal with the individual types. Ultimately, five types of linguistic meaning are dis-cussed: conceptual, connotative, social, affective and collocative. From the discussion, conclusions about the value of the typology for defining the concept and the scope of semantics are drawn.
A Case for the Phonetic Feature [Tongue]
(National Inquiry Services Centre, 2004) Mwihaki, A. N.
Based on the autosegmental principles of phonemic licensing, this article argues a case for the phonetic feature [tongue] to function as a cover label for all true consonants that are articulated with a tongue stricture. The case evolves from a qualitative analysis of two strategies of the adaptation of Gîkûyû loanwords from English: vocalic epenthesis and velar softening. Vocalic epenthesis is an assimilation strategy which focuses on the front high vowel, /i/. This vowel is regularly inserted in the environment of the true [+con.-voc.] consonants, which are also articulated with a tongue stricture. Unlike the back vowels /u/ and /o/ which regularly occur in the environments of labials and the liquid respectively, the constraint of /i/ epenthesis is not generalizable by any set of recognized phonetic features. Velar softening concerns a foregrounding of Dahl's Law of Dissimilation in the Gîkûyû phonological structure. This strategy defines the suppletion of the back voiceless plosive, /k/, to the homorganic voiced fricative, /γ/, in the environment of the voiceless obstruents of the tongue stricture. Once again, it seems impossible to capture a definitive constraint of the suppletion process by reference to the current set of phonetic features.
Grammatical constraints of phonemic merger and phonemic split in loanword adaptation
(De Gruyter, 2005) Mwihaki, A. N.
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.
"No Mercy, No Remorse.: Personal Experience Narratives about Public Passenger Transportation in Nairobi, Kenya
(Indiana University Press, 2006) Mungai, Mbugua wa; Samper, David A.
Personal experience narratives about riding on Kenya's public passenger vehicles, commonly called matatu, form part of Nairobi residents' everyday conversations. These first-person, single-episodic narratives describe experiences of verbal and physical abuse, theft, hijacking, and violence, and women use them to describe sexual harassment and rape. Personal experience narratives help Nairobi's commuters cope with traumatic events and deal with the anger and frustration associated with riding in matatu, and they function as an informal information system. They provide strategies for dealing with the problems and personal risks associated with matatu, and articulate a powerful commentary on life in a large, African metropolis.
The Question of the Standard English Model in the Achievement of Universal Primary Education in Kenya
(United States International University, 2007) Njoroge, Martin C.; Nyamasyo, E. A.
English and Kiswahili are the two key languages in Kenya. While Kiswahili is a national language, English is an official language and is actually the medium of instruction in Kenyan schools. The model of English used in Kenyan schools, even at the primary tier is claimed to be the British standard, particularly Received Pronunciation (RP) (Zuengler, 1982; Schmied, 1990, 1991; Kanyoro, 1991; Kioko and Muthwii 2001a, 2001b; 2002; 2004; Kembo-Sure, 2004). RP is the prestigious dialect that is spoken in the southern parts of Britain and it is used in the media and in the education system.
Education as a tool for empowering Kenya's street children for integration in national development
(United States International University, 2009) Njoroge, Martin C.
Education is an empowering process that enables those who have been marginalized in the social, economic, political and cultural spheres to claim their status as fully participating members of the society. Nevertheless, about 300,000 street children in Kenya have had no formal education and are not proficient in the two languages used – English (official language) and Swahili (national language)- languages in which vital information leading to improved livelihoods and participation in national development is available. Drawing evidence from an ongoing study on the literacy and numeracy needs of street children in Kenya, I argue that street children need to be equipped with appropriate knowledge through acquisition of numeracy, language and literacy skills for them to be fully empowered to be able to participate in the country's development.
Cultural Perspectives in Language and Speech Disorders
(Disability Studies Quarterly, 2009) Ndung'u, R; Kinyua, M
Culture has a heavy overlay on the perceptions and the subsequent handling of persons with language and speech disorders. This article reviews the cultural perspectives of language and speech disorders as portrayed by persons with language and speech disorders, parents, teachers, and language and speech pathologists. The information on cultural perspectives was collected between November 2006 and August 2007 during Operation Smile, Kenya Chapter Missions. 20 persons, aged between 8 and 53 years, were interviewed. The research objective was to establish the cultural perspective that determines the interpretations of language and speech disorders and their subsequent management. The finding of the study is that there is a notable cultural association or correlation between cultural beliefs and language and speech disorders. There is also ignorance of the causes and management procedures of language and speech disorders. We conclude that there is a need to provide assessment and treatment protocols that are culturally fair, effective, and acceptable. Such protocols include taking into account gender preferences, adhering to culturally relevant communication patterns, and using collaborative therapy.
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.
Nurses' impoliteness as an impediment to patients' rights in selected Kenyan hospitals
(Harvard School of Public Health, 2010) Ogutu, E.A.; Ojwang, B.O.; Matu, P. M.
The institutionalization of patients’ rights is a recent phenomenon in Kenya. In 2006, Kenya’s Ministry of Health initiated policy measures to improve patient satisfaction through a charter of patients’ rights. The aim was to change the longstanding public perception that nurses in public hospitals routinely ignored patients’ right to respectful treatment. This paper focuses on linguistic indicators of violation or promotion of patients’ rights in the health care context. We examine the extent to which patients’ rights to dignity, respect, and humaneness are observed or denied, and we argue that impolite utterances impede rather than promote the realization of other fundamental human rights. It appears that nurses’ impoliteness does not merely constitute rudeness, but encodes a violation of dignity which, in turn, hampers the chances of enjoyment of broader human rights such as the right to autonomy, free expression, self-determination, information, personalized attention, and non-discrimination. We argue that, for patients to enjoy their rights in the hospital setting, a clear definition of roles and relationships and public education on strategies of asserting their rights without intimidation are necessary. It emerges that when patients’ rights are denied, patients resort to retaliation by violating the dignity of the nurses. This jeopardizes the envisaged mutual support in the nurse-patient relationship and compromises patient satisfaction.
Face attack and patients’ response strategies in a Kenyan hospital
(Wiley, 2010) Ogutu, E.A.; Ojwang, B.O.; Matu, P. M.
Social power can be exercised by face attack where power differentials are sufficiently great and significant retaliation or sanctions are unlikely. Such exercise of social power is common in military contexts. It is not commonly observed in hospital settings yet some nurses in Kenya’s public hospitals routinely attack the face of their patients. Using data from interactions observed in a provincial hospital, it is illustrated how nurses initiate conflict and how patients counter the face-attackingmoves. The investigation shows that nurses use a high frequency of utterances that violate the dignity of patientswhile the latter prefer conflict avoidance strategies.Nurses generally make no attempt to mitigate the impact of most of their face-threatening utterances while patients demonstrate awareness of the need to preserve mutual face and reclaim dignity. Three strategies used by patients to reclaim dignity – namely silence, retaliatory face damage and face repair – are illustrated.
An Image-schematic Approach to the Conceptualization of Laptops by Standard One Learners in Nyeri County, Kenya.
(2011) Njoroge, Martin C.; Gathigia, Moses Gatambuki
Teachers' Perceptions on the Use of African Languages in the Curriculum: A Case Study of Schools in Kenya, East Africa
(2011) Njoroge, Martin C.; Gathigia, M.G.
In order to revitalize African languages and advocate for their use as media of instruction in Kenyan schools, it is important to investigate and document the teachers' attitude towards the use of these languages in teaching. The research on which this paper is based set forth to explore teachers' perceptions on the use of the mother tongue as the language of instruction in Kenya, East Africa; Six schools out of 54 public schools in the Gatundu district were randomly sampled. 32 teachers of Grades 1-3 were interviewed to find out the actual practices in their classrooms, the challenges they faced, and the perceptions they held in relation to the use of the mother tongue in their teaching. The data were qualitatively analyzed and the emergent findings support the claim that the use of learners' mother tongue is beneficial to learners. In addition, the paper discusses the findings and proposes recommendations for pedagogy.

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