The language of instruction versus learning in lower primary schools in Kenya
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Date
2014
Authors
Furaha, Marissa Muandike
Wangia, J. I.
Kikech, B.
Journal Title
Journal ISSN
Volume Title
Publisher
Cambridge
Abstract
This chapter focuses on the efficacy of language of instruction in
Kenya. It evaluates the nexus between the languages of instruction versus
learning in lower primary schools in Kenya. The chapter advances the
view that the language of instruction is critical for children to obtain the
skills and knowledge that are necessary to advance to higher levels of
learning/knowledge/education. Further, we note that these early years are
the most critical developmental years. Therefore, education must be
concentrated on providing language support to achieve the set goals. The
language of instruction not only affects the child’s acquisition of basic
skills in education but can also help the child in successfully meeting the
challenges in their lives. The chapter concludes that an appropriate
language of instruction improves the child’s opportunities for education
access and achievement.
In many African countries, the language of power is linked to the
language of the colonizer which therefore enjoys high status as many
studies (e.g. Bagwasi, 2004; Sonaiya, 2004) have shown. This language is
usually the official language and/or language of instruction. It becomes the
most important language overshadowing the local languages. In Kenya, a
former British colony, English is a high status language, a factor which
largely shapes the prevailing language attitudes (Muthwii, 2007; Kioko et
al., 2008)