Browsing by Author "Wamalwa, Eric W."

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Language endangerment and language maintenance: can endangered indigenous languages of Kenya be electronically preserved?
(IJHSS, 2013) Wamalwa, Eric W.; Stephen, Oluoch
United Nations Cultural and Scientific Organization (UNESCO) contend that languages are the centre piece of the cultural diversity of the world yet they are also a vulnerable part of the world’s cultural heritage. According to UNESCO there are about 6,000 languages spoken in the world. Unfortunately, currently there are only eight languages of wider communication in the whole world. In spite of the importance of language as a component of cultural diversity, over 417 languages all over the world are endangered. In Kenya, over eight languages are endangered among them: Terik, El Molo, Ogiek, Omotik, Bong’om, Sogoo, Suba and Yaaku. Some of these languages have already been classified as being extinct by UNESCO. This paper addresses the need to preserve and maintain endangered indigenous languages. The paper has highlighted the current state of language endangerment in Kenya. The following observations are made: most African languages have not been phonemically coded. Given the length of time that is taken for a language to be phonemically coded, many languages whose vitality is critically endangered need an urgent means for their preservation. The paper recommends for an electronic method to be considered for preservation of the endangered languages.
Multilingualism and language attitudes: students perceptions towards kiswahili in Mtwara region of Tanzani
(Research on Humanities and Social Sciences, 2013) Wamalwa, Eric W.; Adika, Stanley K.; Kevogo, Alex U.; Mtwara, Stella Maris
The role of language attitudes on language choice, development and policy in multilingual societies cannot be over emphasized (Adegbija, 1994; Batibo, 2005). Monolingual speakers have only one attitude towards their language because they have no other languages to compare it with. However, where speakers are bilingual or multilingual; there is a tendency to develop different attitudes to each of the languages used. These attitudes, whether positive or negative, will normally depend on the degree of symbolic or socio-economic value manifested by each language. Tanzania, a multilingual country with over 128 languages and with a bilingual language policy in education is therefore a fertile ground for studies on language attitudes. In recent years, there have been concerted efforts by various stake holders to propagate growth and development of English in Tanzania. English has been lauded as the essential language which links Tanzania to the rest of the world through technology, commerce and administration. Against this backdrop, this study sought to investigate students’ attitudes towards Kiswahili so as to determine whether the shift to English had impacted students’ attitude formation towards Kiswahili. This survey comprised of 340 students sampled from six selected schools of Mtwara Urban and Mtwara Rural districts. Results show that most Tanzanian students have favourable attitudes towards Kiswahili and the language’s status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. This study proposes that the place and role of Kiswahili be further enhanced in the country by exploring its possible use as a medium of instruction at secondary school level. Further, the study proposes that local vernaculars, which face extinction due to language shift that has taken place, need drastic measures in order to preserve them
Towards the utilization of instructional media for effective teaching and learning of english in Kenya
(2014) Wamalwa, Erastus Juma; Wamalwa, Eric W.
Although English language is a compulsory subject in the Kenyan school curriculum, its teaching faces enhancement challenges. English language has been allotted more time for effective teaching and learning, this is however, not reflected in students’ performance results in many public secondary schools in Kenya. In assessing the cause of this poor performance, teachers are said to have absconded their duties. Most teachers in public schools are said to absent themselves from school, while those who attend classes do not carry out their responsibilities when teaching. Moreover, since the introduction of free primary education in 2002, the number of pupils joining schools increased tremendously. This has seen an increased number of primary level graduates transit to secondary schools whereas the number of teachers remained the same. The huge numbers of students in classes has posed a great challenge to effective teaching and instruction and to the use of teaching resources available. In many instances, teachers have reverted to using only the traditional methods of teaching and instruction. Thus, this paper assesses the place and role of instructional media in enhancing teaching and learning of English language subject in Kenya. The paper urges for a renewed emphasis towards the use of Instructional Media by teachers and stakeholders. The paper proposes for a mandatory use of instructional media while teaching to enhance learning English language subject in Kenya.