Ngugi, PamelaNabea, Wendo2024-02-092024-02-092011978-3-8325-2816-4https://ir-library.ku.ac.ke/handle/123456789/27614Book ChapterSwahili children's literature in Kenya has seen tremendous developments in the recent past. The ambience in which this literature is produced and disseminated is usually characterised by a focus on content, particularly the theme. In essence, the literature has maintained a commitment to making young people aware of the topical debates taking place in the society, in particular; substance abuse, bullying, disability, children's rights, equal opportunities and injustices that are inherent in society. Style in children's literature receives little attention. However, style, thus the way in which things are represented, based on complex codes and conventions of language as well as presuppositions about language, is an important component of children's books (Stephen, 1992). A study of it allows us access to some of the key processes which shape text production. This essay explores style as used in selected Swahili storybooks for children, and shows how the literary elements make the language used in these books memorable. Within the language system of Swahili, it is possible for young readers to encounter in their reading an extensive range and variety of language issues. Some textual varieties such as lexicon and syntax will seem familiar and immediately accessible, since they can be appreciated as everyday language. However, other features will appear as less familiar, either because the lexicon contains forms or uses that are specific to a different speech community, or because writers may choose to employ linguistic forms whose occurrences are largely or wholly restricted to narrative fiction. As a result of differences in language use, books which may have a common theme or topic will differ just because the theme is expressed through differing linguistic resources. This means that writers have many options of styles to choose from. The study is guided by models of Manfred (2005), Rothlin (2001) and Lukens (2003), as they apply a structural approach which is one of the modern methods of literary study. We examine the novels in regard to discourse structure, point of view, register, and foregrounding. It also focuses on imaginary speech, presentation of speech, imagery, figurative language, hyperbole, allusion, use of proverbs and use of dreams.enBook chapter