Department of Kiswahili and Other African Languages

Permanent URI for this collectionhttp://erepository.kibu.ac.ke/handle/123456789/100

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Adult education learners’ recruitment: Challenges and prospects for re-engineered access to adult education in Kenya
(Academic Journals, 2009-07) Mualuko, Ndiku J.; Muthamia, Hellen; Ipara, Isaac O.; Obaki, Samuel
A research survey was designed to investigate the factor affecting participation of illiterate adults in adult education in Kenya and suggests ways to improve on the literacy levels. From the findings it was established that lack of conducive learning environments for adult learners, unavailability of enough instructional materials, negative attitude towards learning and shortage of professionally trained trainers for adult learners were some of the factors hindering many illiterate adults from participating in adult education programmes. It was recommended that the government and other agencies should take more responsibility in supporting adult education to make it more attractive to adult learners to attend the programmes by providing adequate funding and facilitating teacher training. The need for effective involvement of the learners in curriculum developed was emphasized.
Ambiguity in translation of metaphors: A case of Dholuo and Kiswahili
(African Journal of Education, Science and Technology, 2014) Oluoch, Stephen J.; Ipara, Isaac O.; Kobia, J. M.
This study investigates ambiguity in the translation of Christian religious metaphors from Dholuo into Kiswahili through a pragmatic approach. Data is drawn from the sermons delivered in Dholuo and translated into Kiswahili. Sampled texts are analyzed and classified in a category referred to as ambiguity. The findings show various causes of ambiguity, mainly, socio-cultural differences and wrong inferences. This can be generalized to apply to translation problems associated with similar contexts. The article gives insight and suggestions in the application of pragmatic theories of communication in translation.
Evaluation of contextual teaching of Kiswahili proverbs in secondary schools in Kenya
(Journal of Literature, Languages and Linguistics, 2015) Wamubi, Oduori T.; Inyani, Simala, K.; Mshiriki; Ipara, Isaac O.
The purpose of this research was to evaluate the contextual teaching of Kiswahili proverbs in secondary schools in Kenya. Despite the Kenya Institute of Curriculum Development (K.I.C.D) recommending in the revised syllabus that Kiswahili teachers place teaching content in real life context and environment (K.I.E. 2002), many teachers displayed inadequate knowledge on its implementation. This came to the researcher’s attention through complaints registered by many Kiswahili teachers in workshops and seminars organized by the K.I.E. to sensitize teachers on how to implement the revised K.I.E. (2002) syllabus. The research objectives were: to find out whether teachers of Kiswahili teach Kiswahili proverbs contextually, to determine whether teachers have been prepared adequately to teach contextually. The research focused on Gem Sub-county, Siaya County in Kenya. The study sample comprised 14 teachers from 14 secondary schools out of 46 secondary schools in this Sub-county at the time of research. The research was guided by Contextual Teaching and Learning Theory founded by John Dewey as expounded by Vienna (2012). Contextual Teaching and Learning is a concept of teaching and learning that helps teachers relate subject matter content to real world situations (Berns and Erickson 2001). It motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires. This was a descriptive research. Interview, questionnaire, observation and literature review methods were used in collecting data. The data was presented in form of descriptions, tables, graphs, charts and percentages. The findings of the study revealed that though teachers used the CTL approach in teaching Kiswahili proverbs, they did not understand its principles hence did not implement it properly. Their training in the CTL approach was not exhaustive and the Kiswahili seminars and workshops organized in the field did not focus on it. Most teachers preferred the few available materials to creating their own relating these proverbs to learners’ real life situations and experiences. The study will serve as a reference point for the teacher trainers to put more input in training Kiswahili teachers to implement CTL effectively. The Ministry of Education will find the research resourceful in organizing for in service, workshops and seminars aimed at addressing the challenges experienced in the implementation of CTL thereby improving Kiswahili teachers’ performance. The study therefore recommends that: teacher trainers consider imparting fully the principles of the CTL to trainees in order to enable them to implement it as expected; the Ministry of Education and other stakeholders organize many seminars and workshops which should focus on this approach; prepare teaching and learning aids and publish more and adequate reference materials in this area, and advise KNEC to make a question on proverbs compulsory in national examinations in order to make teachers give its teaching the weight that it deserves. The findings of this study will be crucial in helping the educational stakeholders to find ways of improving the CTL approach as recommended in the K.I.E. (2002) syllabus.
Evaluation of contextual teaching of Kiswahili proverbs in secondary schools in Kenya (Tathmini ya ufundishaji wa methali za Kiswahili kwa kutumia mbinu ya kimuktadha katika shule za upili nchini Kenya)
(Journal of Literature, Languages and Linguistics, 2016) Wamubi, Oduori T.; Inyani, Simala; Ipara, Isaac O.
The purpose of this research was to evaluate the contextual teaching of Kiswahili proverbs in secondary schools in Kenya. Despite the Kenya Institute of Curriculum Development (K.I.C.D) recommending in the revised syllabus that Kiswahili teachers place teaching content in real life context and environment (K.I.E. 2002), many teachers displayed inadequate knowledge on its implementation. The research objectives were: to find out whether teachers of Kiswahili teach Kiswahili proverbs contextually, to determine whether teachers have been prepared adequately to teach contextually. The research focused on Gem Sub-county, Siaya County in Kenya. The study sample comprised 14 teachers from 14 secondary schools out of 46 secondary schools in this Subcounty at the time of research. This was a descriptive research. Interview, questionnaire, observation and literature review methods were used in collecting data. The findings of the study revealed that though teachers used the CTL approach in teaching Kiswahili proverbs, they did not understand its principles hence did not implement it properly. The study therefore recommends that: teacher trainers consider imparting fully the principles of the CTL to trainees in order to enable them to implement it as expected; the Ministry of Education and other stakeholders organize many seminars and workshops, which should focus on this approach; prepare teaching and learning aids and publish more and adequate reference materials in this area.
Performance differences and gender in Kiswahili creative writing: a case study of selected secondary schools in Nyamira County, Kenya
(The Journal of Pan African Studies, 2013-09-04) Moochi, Charles N.; Barasa, Margaret; Ipara, Isaac O.
This study investigated comparative differences in performance among boys and girls in Kiswahili creative writing in selected secondary schools in Kenya. The study was carried out in Nyamira County in Kenya located at a GPS of 0.5210° S, 34.9140° E. Simple random sampling, cluster and systematic sampling techniques were used to select the students. Ten secondary schools were used in the study and the sample comprised 180 students (on an equal distribution of boys and girls,). The research instrument was a Kiswahili creative writing task. The form 4 students were required to perform a task which involved writing an essay in Kiswahili. To reveal the sex differences in Kiswahili creative writing, the two-tailed t-test was used. The sex differences were considered significant if they were more than the critical value (t-critical: 2.576) at p<.01 based on 178 degrees of freedom. The study revealed that girls outperform boys in overall performance in Kiswahili creative writing, style and spelling conventions whereas the two sexes remained at par in content presentation, vocabulary use and use of grammatical elements in Kiswahili creative writing. In light of the above findings, the researcher generally recommends that students should be provided with remedial teaching to improve their performance in Kiswahili creative writing and a sex unit be established in the department of languages to monitor the progress of boys and girls among other many recommendations.
The role of Kiswahili in enhancing the potential of science and technology
(The Journal of Pan African Studies, 2009-03) Ipara, Isaac O.
The 21st Century is widely considered to be the epoch of science and technology. Many institutions of higher learning, including Masinde Muliro University of Science and Technology in Kenya, are developing academic programmes in Science and Technology in order to foster national development and ultimately improve the quality of life in society. For this reason, most institutions embrace a multidisciplinary approach where programmes in science, engineering, humanities and languages are integrated. The integrated approach in higher education has raised a number of pertinent questions: What is the role of higher institutions of science and technology? What is the place of language within the integrated approach? Can Kiswahili make any contribution in enhancing the potential of science and technology in development? This paper seeks to provide answers to the foregoing questions by illustrating the centrality of language as a medium of creating, transmitting and disseminating knowledge in science and technology, with specific reference to English and Kiswahili in Kenya. It is observed that the current age of science and technology is characterized by knowledge and information explosion; whoever accesses and utilizes these two commodities speedily has advantage over others. Efficiency and effectiveness of the medium that the knowledge and information are transmitted in thus becomes a key factor. Thus, the paper suggests concrete steps that can be taken by institutions of higher learning, planners, policy makers and scholars to ensure that the two languages, Kiswahili and English, facilitate the contribution of science and technology to development.
Syntactic interference exhibited by secondary school learners of Kiswahili: a study of Sabaot first language speakers in Bungoma County, Kenya
(International Journal of Innovative Research and Advanced Studies (IJIRAS), 2018-01-01) Ndiema, Peter Chuma; Ipara, Isaac O.; Choge, Susan
The purpose of this study was to investigate the syntactic effect Kisabaot, as L1 has on the learning of Kiswahili, as L2 language among Sabaot speaking students in Mt. Elgon Sub- county, in Bungoma county secondary schools. The study population comprised of form four students. The purposive sampling technique was used to select 10 schools that took part in the research and simple random sampling was used to select 30% of the students per class in each of the 10 selected schools. The study adopted descriptive research design. Data was collected by use of essay writing and interview schedule. Descriptive data analysis was used to analyze the research findings. Analysis was guided by research questions. The study revealed that Sabaot syntax was exhibited in the learners written Kiswahili essays as a result of transfer of syntactic structures from Sabaot to Kiswahili. Learners transferred the Sabaot sentence structure to Kiswahili. The study proposes that teachers of Kiswahili be sensitized on the different L1structure of Sabaot speaking learners and make the students aware of the differences. The study also recommends the use of communicative approach as an instructional method among these learners, by intensive writing exercises in Kiswahili as an alternative to diminish L1 interference.

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Browsing Department of Kiswahili and Other African Languages by Author "Ipara, Isaac O."