Graffiti Writing and its Likely Influence on English Language Learning in Selected Secondary Schools in the Larger Laikipia East District,Laikipia County

Abstract

Graffittaikes the form of written language whose authorship always remains anonymous. It preciserleyfers to any wall writing, pictures and symbols or markings of any kind on any surfacaenywhereno matter what motivates the writer. Most graffiti are viewed as illegal or wndalismof property by those in authority. Secondary school students use graffiti as a form of communicatiwonhen they feel other channels to express themselves, have been blocked by diose inauthority.This study investigated, identified and described the types of graffiti used for communicatiobny the students. The study also aimed at identifying the communicative Slr8tegieems ployed in graffitiwriting and the influence of graffiti on learning of English languaagnedclassroom learning 'environment in our schools. Graffiti texts were collected in ten secondasrcyhools purposively sampled in the Larger Laikipia East District in Laikipia County. Outofonethousand graffiti texts collected, two hundred were randomly sampled for analysis. Twenty Englishteachers were purposively sampled to take part in an interview. One hundred studenwtsererandomly sampled to fill in questionnaires. A Focused Group Discussion (FGD) wascarriedout with another group of five students randomly sampled across the classes in each schooTl.hedata collected from jhis exercise were analyzed qualitatively and quantitatively to arriveat inferences and conclusions. The research leaned on sociolinguistic approach to the studyofgraffiti. The study was guided by General System Theory. The findings of the study werethatstudents used varied communicative strategies like humour, symbolism, irony, short formas,cronymsand abbreviations in their graffiti writings. Some school administrators viewed graffiatisa nuisance while others viewed it as an important mode of communication. There was striking genderdifference in graffiti writing as far as language use is concerned. It was also establishtehdat teachers expressed varied opinions that graffiti influenced learning of English language and classroom learning environment in secondary schools. The findings of this researchmay contribute to the study of sociolinguistics in general and communication in schooilns particular. It has been established t'b'at students use graffiti to communicate a lot of informatitohnat would be beneficial to the headteachers, quality assurance officers, students' counselloprso,licy makers and other stakeholders. Classroom teachers may also use graffiti to establitshheunspoken students problems and behaviour and thus prevent entropy of the school system,