Language related barriers and teacher-child interactions in preschool: a study of Kisumu County, Kenya
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Date
2016-06
Authors
Opinde, Judith Atieno
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Abstract
There are difficulties faced by preschool teachers when instruction children. Some of these are
occasioned by the differences in language of instruction used by the teacher from that spoken by
the children. Language Policy in education demands that preschool children be taught in their
mother tongue. This is challenging, particularly when the language of the teacher and that of the
preschool children are different. Previous research studies both global and local have majorly
concentrated on the importance of using mother tongue as the language of instruction in
preschool, but do not identify the challenges faced by pre-school teachers in instructing children
from diverse linguistic backgrounds. This study sought to identify the language related barriers
in teacher -child interaction in preschools. The objectives of this study were to establish the
linguistic diversity among pre-school children entering preschool, to find out language related
barriers faced by teachers who do not speak language of the local community and to find out
language related barriers experienced by the pre-school children who are not familiar with the
language of instruction. The study is anchored on Linguistic relativity theory by Sapir and Whorf
(1884-1939) which states that the way people think is strongly influenced by their native
languages. This study used a descriptive research design using survey method to collect data
through the use of questionnaires. Purposive sampling technique and simple random sampling
was used to select target population. The study was conducted in Nyakach Sub- County in
Kisumu County. Validity and reliability was established using pre-test trial and test-retest
methods respectively. The study found that preschool children enrolled into theschools within
yakach sub-county are linguistically diverse. The challenges faced by teachers who do not
speak the language used by the local community were; language barrier, limited learning and
inactive children in class activities. The language barrier impedes quality of learning and
interaction between the teachers and the pre-school chi ldren. The study recommends that the
education policy that states pre-school children to be taught using the language of the catchment
area be strictly implemented to facilitate adequate interaction between the teachers and the preschool
children. In areas with homogenous language of catchment area, it is recommended that
linguistic diversity be considered when employing pre-school teachers, while in areas and
schools with diverse linguistic composition, teachers be equipped with skills to handle diverse
learners.
Description
A research project submitted in partial fulfilment of the degree of master of education (early childhood education) of Kenyatta University June, 2016