Implementation of Dual Language Programmes in Junior Schools: the Case of the Aga Khan Academy, Mombasa- Kenya
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Date
2020
Authors
Njoroge, Esther Njeri
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Dual language programmes (DLPs) have continued to show the biggest gains when it comes to
language proficiency and academic achievements. Many countries especially in Europe, have
adopted this programme to deal with the challenge of immigrants who have limited English
proficiency. In Africa, plans of implementing this programme are underway in Maputo. Kenya
pioneered this programme at the Aga Khan Academy in Mombasa County, with the aim of
developing learners who are bilingual and biliterate with high academic achievements. The
major concern of this study was that though research indicates massive gains’ accruing from
DLPs, students under the DLP have been exiting from the programme prematurely at the end of
year 3 for three consecutive groups of students, following concerns on students' academic
achievement under the programme. The central problem of this study was to evaluate the
implementation of DLP at the Aga Khan Academy, Mombasa, where Kiswahili and English
languages are used as the medium of instruction. Thus, the objectives of this study were to
examine the characteristics of the 50:50 DLP model adopted by the school, the instructional
approaches used as well as the students’ attitude towards English and Kiswahili as languages of
instruction, challenges faced in the implementation of the DLP and suggest appropriate strategies
that can be adopted in DLP implementation. In line with Vygotsky's Socio-cultural Theory and
Cummins’ theory on Integrated Second Language Instruction, it is hypothesised that learners
acquire language in a social environment where the language is used under the guidance of
teachers. Case study research design was adopted. The target population was 198 students, 16
homeroom teachers, 2 male and 14 female, 2 syndicate leaders, the Principal of Junior School
and the Head of the Academy. The sample for the study was 148 respondents comprising 130
students, two syndicate leaders, fourteen teachers, the Principal of the Junior school and the
Head of the Academy. This represented 68% of the target population. Three research instruments
were used namely; questionnaires, interview schedule and observation schedule. A pilot study
was carried out on one assistant teacher, one syndicate leader and five students, one from each
grade. The study used test-retest method to test the reliability of the instruments and the
triangulated data was to increase the internal validity. Qualitative data collected was analysed
thematically and presented in narrative form while quantitative data was analysed with the aid of
SPSS software and presented in form of frequency tables and bar graphs. The study found out
that the Academy comprises of learners from diverse race and nationalities who were neither
native speakers of English nor Kiswahili. All learners were found to be proficient in English
while only 15% were proficient in Kiswahili. Teachers in the Academy were also found to be
more comfortable teaching in English as compared to teaching in Kiswahili and most of the
instruction was done in English. Differentiation, cooperative learning and scaffolding which
support implementation of DLP, were rarely used. Further, the study found out that as compared
to English language, students had a negative attitude towards Kiswahili language. The study
identified various challenges that teachers face in the implementation of DLP that includes,
students’ negative attitude towards Kiswahili language, inadequate resources to support
implementation of DLP, lack of training of teachers in DLP and retention of trained teachers,
inadequate planning time and low proficiency levels in Kiswahili among the students. The study
recommended that Kiswahili should be taught intensively in early years to help learners gain
adequate proficiency and teachers should continuously receive in-service training in DLP from
DLP experts. Further, it was recommended that rather than sticking to the 50:50 DLP model, the
school should adopt a DLP model that best fits its context. All stakeholders should be educated
on the importance and purpose of DLP in achieving bilingualism and biliteracy in today’s world.
Description
Department of Educational Foundations
a Project Submitted in Partial Fulfilment of the
Requirements for the Award of the Degree of Master of
Education in the School of Education of Kenyatta
University
Keywords
Dual Language Programmes, Junior Schools, Aga Khan Academy, Mombasa, Kenya, implementation of DLP