Department of Kiswahili and Other African Languages

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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.
Baker’s strategies in translation: a lexico-semantic analysis of four luhya dialects; Lukabras, Lwisukha, Luwanga and Lukhayo in informative text
(KIBU, 2018-09-03) Angatia, Mudogo Benard
There exist numerous strategies of dealing with the problem of Target Language Non-equivalence in the translation of different text types. In this regard, Baker’s proposed strategies for dealing with nonequivalence at the word level have been widely discussed in translation studies. Yet, no studies have ever applied her strategies simultaneously for describing and assessing the functional appropriateness in translating informative texts. This study is an attempt to compare the word-level translation strategies used in an informative text type, based on Baker’s suggested strategies for attaining Target Language Equivalence at the word level. Mulembe FM newscasts being an informative text, was selected for analysis. The main question is whether the translators’ word-level strategies used to attain functional Target Language equivalence in Mulembe FM newscasts can be described and assessed by Baker’s framework or not. To do so, some pre-recorded transcripts from the Luhya Mulembe FM newscasts broadcast by Lukhayo, Luwanga and Lwisukha presenters were selected, and then, they were compared with their corresponding functional equivalent versions of Lukabras listeners. Then, comparisons were classified and analyzed in terms of translating using a superordinate word, using loan word plus explanations, substitution, and using a specific word to find out which strategies were used, and to show the extent of the Target Language functional equivalence in the translation of the newscasts by the presenters. The investigation was motivated by the fact that although the Luhya dialects exhibit vast lexical mismatches, Mulembe FM hiring policy is that the presenters use their dialects in the newscast translation on the assumption that the dialects are mutually intelligible. The study focuses on Lukabras listeners as representatives of Luhya listeners who have to be accommodated in the newscasts. The results showed that Bakers’s procedures are nearly comprehensive and worked well for describing and assessing the translation of informative text.
Challenges of teaching the revised Kiswahili syllabus in secondary schools, a case study of Bungoma west district Kenya
(KIBU, 2018-09-03) Molenje, Mary L.
The purpose of this study was to find out the challenges facing the teaching of the revised syllabus of Kiswahili in secondary schools in Bungoma West District. The performance of Kiswahili language dropped in the recent years after the revision of the syllabus, (KNEC, 2007, 2008). The objective of the study was to establish teacher preparedness in teaching the revised Kiswahili syllabus. The study was based on Krashen’s input hypothesis and affective filter theory which is relevant to the study. A descriptive survey research design was adopted. The study targeted secondary schools in Bungoma West District. Purposive sampling was used to get the respondents from 6 schools of the 18 secondary schools in the district. Simple random sampling was used to select 6 Head teachers, 6 Kiswahili teachers and 300 form three students. Data was collected using questionnaires and interview schedules. The data was analyzed using descriptive statistics where frequency distribution tables and percentages. The findings revealed that 22.2% of the teachers in Bungoma West district have diploma qualification, 33.3% of the teachers have a Bachelor degree, and 44.4% of the teachers were untrained. With regard to in-service training 16.67% of teachers often received in-service training on the teaching of the revised Kiswahili syllabus. Teachers who had not received in-service training “quite often” were 50% while 33.33% of the teachers had never received inservice training on the revised Kiswahili syllabus. On how often teachers received in-service training, 11.11% of the teachers had received in service training often while 33.33% had received in service training “less often”, and 55.56% had not received any in service training at all on the teaching of the revised Kiswahili syllabus. On the issue of professional records, 16.7% of teachers prepared their professional records on time, 33.3% of the teachers didn’t prepare their professional record on time and 50% of teachers at times prepare their professional records on time.
Characterization of Kenyan ceramics for production of medium duty alumina firebrick incinerator linings
(2018) Makokha, John W.; Kariuki, DK.; Mwitari, PG.
The aim of this study was to evaluate locally available ceramic raw materials for the manufacture of Medium Duty Alumina Refractory Firebrick for incinerator lining.The clays were collected from two sites, Eburru in Nakuru County and Mukurwe-ini in Nyeri County in Kenya. Atomic Absorption Spectrophotometer and X-Ray Diffraction analytical methods were used to determine the chemical composition of the respective clays before and after firing at 1000OC for two hours.Atomic Absorption Spectrophotometer results revealed that Eburru Kaolin contained the highest amount of silica at72.64% SiO2but had the lowest of all other oxides. All the three raw materials were found to increase their oxide percentages after firing due to the loss in moisture and organic matter and reflected on their aluminasilica ratio. The X-Ray Diffraction results showed that the refractory formulated using the clays at a ratio of 2:2:1 Eburru Kaolin : Eburru Fireclay: Mukuruweini Ballclay attained good structural properties after firing at 1000OC for two hours and was comparable to commercial products in the market in addition to meeting the standards of a Medium Duty Refractory Firebrick.This is suitable for manufacture of incinerator linings.
A Critical Discourse Analysis of Linguistic and Discursive Strategies Used in Kenya’s Citizen Television Advertisements to Display Gender Ideologies
(KIBU, 2020-10-14) Simiyu, Fred Wanjala; Mayoyo, Edna Magoma; Khaemba, Josephine
The present study sought to examine how linguistic devices and discursive strategies used in Kenya’s Citizen TV ads which pattern men and women differently according to gender well-being. This thereby results in unconscious rationalisations of social constructions. Using observation as the main tool of data collection, a corpus of fourteen adverts sourced from one mainstream media station, Citizen TV were purposively sampled, observed by the researcher, transcribed into data, coded, then thematically analysed using techniques of content analysis. Guided by Fairclough’s Critical Discourse Analysis theory which provided the framework for analysis, the study adopted a qualitative, case study research design. The research design provided in-depth information about the phenomenon in order to establish the discursive and linguistic strategies used in the TV ads and how they mirror society’s system of values, attitudes and beliefs about men and women. The findings of this study indicated that gender ideologies that affect how meaning is made out of Kenyan TV ads were embedded in linguistic structures, social processes and manoeuvres.
Dhima ya Mwingilianotanzu katika Sherehe za Mwaka Kogwa
(KIBU, 2018-01-01) Simiyu, Fred Wanjala
Makala hii inahusu umuhimu wa mwingilianotanzu katika fasihi simulizi ya Kiafrika kwa kutumia mfano wa miviga ya mwaka kogwa. Utafiti ulitumia miviga ya mwaka kogwa kama mfano wa jukwaa linalotoa fursa ya kudhihirisha mwingilianotanzu katika fasihi simulizi ya Kiafrika. Madhumuni ya makala hii ni kuonyesha namna ambavyo mwingilianotanzu huamilisha miviga ya mwaka kogwa. Imebainika kuwa, miviga ya mwaka kogwa hujengwa na kuamilishwa kutokana na uchanganyikaji wa tanzu zinazoingiliana kikorasi na kimatini, kutenguana, kujinyambua na kusemezana wakati wa utendaji. Mahusiano haya kati ya tanzu hizi ndani ya mwaka kogwa husaidia miviga hii kutekeleza wajibu wake kupitia njia anuai. Matokeo ya utafiti huu yamethibitisha maoni ya Senkoro (2011), aliyedai kuwa, inawezekana kabisa kuwa, tanzu za fasihi simulizi hazipaswi kuainishwa moja moja. Utafiti ulifanywa katika kisiwa cha Zanzibar na uchanganuzi ukafanywa kwa mujibu wa malengo ya utafiti. Mbinu ya Uchunzaji-Mahuluti inayojumuisha kushiriki, kushuhudia na kuhoji ilitumika katika kukusanya nyimbo, majigambo, malumbano ya utani na maghani, zikiwa tanzu kuu zilizowasilishwa wakati wa sherehe za Mwaka Kogwa, mwaka wa 2016. Kimsingi, utafiti huu umethibitisha kuwa, miviga ya mwaka kogwa ni mfumo timilifu wa maarifa, ambao unajengwa kutokana na mchanganyiko wa tanzu na vipera visivyoweza kutenganishwa katika hali halisi ya utendaji. Mchanganyiko huu wa tanzu ndio huiwezesha kutekeleza majumu yake mbalimbali miongoni mwa Wamakunduchi. Haya ni kinyume na mkabala uliopo unaopania kutenganisha fasihi simulizi katika tanzu zinazojitegemea (Bayo 2012, Okporoboro 2006, Ogumbiyi 1988 na Kubik 1977). Kwa hivyo, utafiti huu unaboresha mbinu za uainishaji na uchanganuzi wa fasihi simulizi ya Kiafrika kwa kuzingatia sifa ya mwingilianotanzu.
Dhima ya umahuluti wa utamaduni katika uamilishaji wa nyimbo za harusi miongoni mwa wanandi
(Easo, 2019-11-15) Koech, Jenniffer Chepleting; Simiyu, Fred Wanjala; Adero, Margan
Wakenya wengi hushutumu suala la umahuluti wa utamaduni katika nyimbo za wasanii maarufu nchini. Madai yao ni kuwa umahuluti wa utamaduni husababisha kupotea kwa utamaduni asili wa jamii mbalimbali za Wakenya na kuiga ule wa Wakoloni. Utafiti huu ulikusudia kuhakiki dhima ya umahuluti wa utamaduni katika uamilishaji wa nyimbo za harusi miongoni mwa jamii ya Wanandi nchini Kenya. Nadharia ambayo iliongoza utafiti huu ni ya ubaada ukoloni. Baadhi ya wahasisi wakuu wa nadharia hii ni Homi Bhabha, Gayatri Chakravorty Spinak, Edward Said, Robert Young na Bill Ashcroft. Mtafiti alipata data yake kupitia usaili na uchanganuzi wa yaliyomo kwenye vipindi vya Tumdo katika runinga ya Kass. Jumla ya wahojiwa nane walisailiwa kutoka kata ya Chepsaita, eneo la kaunti ndogo ya Turbo kwenye kaunti ya Uasin-Gishu. Idadi kubwa ya wakazi wa Uasin-Gishu ni Wanandi ambao walihamia eneo hilo kutoka kaunti ya Nandi; kwa hivyo wameingiliana na jamii zingine wa hapa nchini na kimataifa. Sampuli tajwa ilitumiwa kuteua wasailiwa. Nadharia ya ubaada ukoloni iliwaongoza mtafiti kubainisha vipengele vya umahuluti wa utamaduni katika nyimbo za harusi. Hatimaye data iliyokusanywa iliwasilishwa kupitia maelezo ya kifafanuzi na mifano. Matokeo ya utafiti huu ni kuwa: Nyimbo za harusi miongoni mwa Wanandi kwenye runinga ya Kass zina vipengele vingi vya utamaduni wa jadi katika jamii ya Wanandi. Vilevile, nyimbo hizo zina baadhi ya vipengele vigeni hasa vinavyochangiwa na teknolojia na mwingiliano baina ya Wanandi na jamii zingine. Kadhalika umahuluti wa utamaduni umesaidia nyimbo za harusi miongoni mwa Wanandi kutekeleza majukumu yake katika jamii ya sasa. Kwa hivyo, utafiti huu ni muhimu kwa taaluma ya fasihi simulizi na vyombo vya habari hasa kwa wale walimu na wanafunzi watakaotaka kufanya utafiti wa suala la dhima ya umahuluti wa utamaduni katika nyimbo za harusi kwenye jamii za kiafrika.
Dhuluma kama kichocheo cha mzinduko wa wanawake katika riwaya ya kiswahili
(International Journal of Social Sciences and Information Technology, 2018-11) Mboya, Lucy A.; Mohochi, Ernest Sangai; Kisurulia, Simiyu
Kwa kipindi kirefu wanawake wametwezwa na kudunishwa kutokana na dhuluma wanazofanyiwa na jamii inayotawaliwa na mfumo wa kuumeni. Dhuluma wanazopata wanawake zinatokana na asasi tofauti tofauti ambazo ndizo zinapaswa kudumisha mshikamano wa kijamii. Tahakiki na tafiti nyingi zinaonyesha athari ya ukandamizaji wa jinsia ya kike na hali ya kuzimwa kwa juhudi zake katika kupigania nafasi yake. Mwanamke anavyoitikia hali hii kwa njia inayomzindua na kumfaidi ni suala ambalo halijaangaziwa pakubwa. Ni kutokana na msingi huu ambapo makala hii inachunguza namna dhuluma wanazopata wanawake zinavyowazindua na kuwapa motisha ya kujikomboa na kujinasua kutokana na hali hii ya kusakamwa na asasi kandamizi za kijamii. Kwa njia hii, wanawake wanapata nafasi ya kujiendeleza katika nyanja mbalimbali ikiwemo kujieleza kimapenzi badala ya kuridhia kuishi vivulini mwa waume zao dhalimu. Hali hii inampa mwanamke taswira mpya kama kiumbe mwenye thamani na mchango mkubwa katika kuongoza juhudi za ufanisi wa jamii yake. Uchunguzi huu umeegemea fasihi andishi ya Kiafrika kwa kurejelea kazi mbili: Nyuso za Mwanamke (Mohamed, 2010) na Heri Subira (Babu, 2010). Riwaya hizi ziliteuliwa kwa kutumia mbinu ya uteuzi wa kimakusudi. Riwaya hizi zimesheheni hali ngumu ya maisha wanayopitia wahusika wa kike hasa katika harakati zao za kujinasua kiuchumi na kujisaka kimapenzi. Aidha zimeangazia masuala ya wanawake kwa uangavu na kwa namna inayopanua nafasi ya jinsia ya kike katika dunia ya kisasa. Kutokana na mchango mkubwa wa wanawake katika shughuli mbalimbali za ujenzi wa jamii, ni bayana kuwa matumizi ya fasihi kama wenzo wa kuwazindua wanawake kijamii ni hatua muhimu katika maendeleo ya jamii
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.
An exposition of some adapted lexemes in Dholuo
(Horizon Research Publishing, 2013-07) Okal, Benard Odoyo; Indede, Florence; Mohochi, Ernest Sangai
The paper gives an exposition of some adapted English lexemes into Dholuo. The work relied on a descriptive design. Total purposive sampling technique was incorporated in collecting secondary data to saturation level. All the adapted nominal lexemes from the English Dholuo Dictionary (EDD) were collected, qualitatively analyzed, edited and presented thematically by showing the adapted lexemes in various areas. The results indicate that adapted lexemes in this lexicographical work are manifested in the following areas: religion, people, subjects, places, measurements, clothing, vegetables, foodstuff, equipment, vehicles and months. We have gathered that as we adapt some lexemes from English into Dholuo, then phonemes such as /ʃ (sh), z/ automatically change to /s/, /v/ changes to /f/ and /q/ changes to /k/. We have concluded that English consonant phonemes such as / ʃ (sh), z, v, q/ are not manifested in Dholuo. Therefore, translators have to adapt them by using both the transference and naturalization translation procedures in order to achieve the desirable translated text.
Hadithi fupi_utanzu uliopuuzwa
(1997) Mohochi, Ernest Sangai
Integrative and instrumental motivation in the learning of African languages
(2015) Mohochi, Ernest Sangai
Although motivation is widely acknowledged as an important factor in language learning, there is less agreement on whether it is integrative or instrumental motivation that leads to more involvement and higher success in learning language. Drawing from the integrative and instrumental language learning orientation debate, this paper seeks to establish whether it is integrative or instrumental motivation that drives students more in the learning of African languages by investigating students’ motivation in the learning of Kiswahili in Kenya and the United States of America. The study focuses on the learning of Kiswahili in two different settings: high school education in Kenya and college education in America. In the former, data was collected from responses of 278 students on motivation related items in a broader language attitude research questionnaire. The American students’ perspective, on its part, derives from a survey, specifically carried out to determine the students’ motivation of learning an African language (Kiswahili) in America. It involved 28 students in a small liberal arts university in Canton, New York. Results of the study indicate that both integrative and instrumental integration account for the learning of Kiswahili, with the context under which language learning takes place being one of the determinants. While Kenyan students of Kiswahili are driven more by instrumental motivation, their American counterparts exhibited a measure of both orientations. For the former, the most important consideration was the use of the language in higher education, and in the job market (its economic utility). The latter wanted to use it to fulfill an education requirement, and while on a study abroad program. It is suggested that teachers and administrators of African languages programs need to take students’ motivations into consideration in the design of their curriculums. By so doing, the programs will be equipped to better meet students’ expectations.
Kufaa kwa nadharia ya uchanganuzi vijenzi katika uchambuzi wa hiponimia
(2017-10-03) Okal, Benard Odoyo; Indede, Florence; Mohochi, Ernest Sangai
Hiponimia ni mojawapo ya mahusiano ya kifahiwa inayoashiria uhusiano ambapo leksimu ya jumla inajumuisha kimaana leksimu mahususi. Uhusiano wa leksimu kihiponimia ulidhukuriwa kuwa unafanana katika lugha anuwai ulimwenguni na aghalabu unahusisha leksimu nomino pekee. Hata hivyo, tafiti za hivi punde zinadhihirisha kuwa hiponimia huonekana pia miongoni mwa vivumishi, vielezi na vitenzi na huweza kutofautiana kimuundo na kimtindo kutoka lugha moja hadi nyingine kwa sababu ya tofauti za kitamaduni. Wataalamu anuwai wamekuwa na mapendekezo kadha kuhusu nadharia ifaayo ya kuainisha leksimu za lugha kihiponimia. Wengine wanaelekea kupendelea matumizi ya nadharia ya Kiini Maana (Core Meanings Theory) na Nadharia ya Sampuli Kifani (Prototype Theory). Hata hivyo inadhihirika kuwa nadharia ya Uchanganuzi Vijenzi (Componential Analysis) inafaa zaidi katika uchanganuzi wa hiponimia ya leksimu nomino, vitenzi, vivumishi na vielezi. Makala haya yanaangazia kufaa kwa nadharia hii katika uhakiki wa hiponimia ikilinganishwa na nadharia Kiini Maana na Sampuli Kifani.
Language and regional integration: foreign or African languages for the African union?
(Taylor & Francis, 2005) Mohochi, Ernest Sangai
True to the Kiswahili adage that'umoja ni nguvu'(unity is strength), it has become fashionable to seek strength in unity. This is evident, for instance, in the corporate world where different organisations are seeking mergers in order to face the everincreasing challenges in business. The same has become true of nations in most parts of the world. They realise that it is very difficult for most of them to face the international world single-handedly. The developing nations, which have weak economies, need integration much more than the more developed nations, but unfortunately, it is the latter that have moved faster to reap the advantages of regional integration. Africa is home to many of the very poor people in the world. As such, African leaders have a duty to take bold steps in an attempt to try and uplift the living standards of their people. This can be reached much faster not by relying on foreign aid that is more often than not pegged to very difficult conditions, but rather by striving together. There is an abundance of natural resources on the continent that require to be exploited for faster growth and economic development. This however cannot be reached unless the climate is conducive, and one way in which such a climate can be attained is by stronger and functional regional integration.
Language choice for development the case for swahili in Kenya
(Taylor & Francis Ltd, 2003-06-01) Mohochi, Ernest Sangai
Development, aimed at a general improvement of the quality of life in society, should target the majority and not the minority at the exclusion of the majority. Attainment of such development, in turn, calls for involvement of people in making decisions as well as in the plans for their implementation. They will then feel that they own those efforts and participate more enthusiastically in efforts to achieve stated goals. This calls for an effecive communication system to link the government and other development agencies on the one hand, and the public on the other, enabling an appropriate flow of information between the two. If well utilized, the media would play a very significant role in ensuring such a flow of information. This article examines the role played by the media in trying to achieve the stated development goals in Kenya. While it would have been more effective to reach people in their first languages, considering the multilingual nature of the Kenyan society, the challenges are many. Fortunately, there is Swahili, a language spoken and understood by many, not only in Kenya, but also in the rest of East and Central Africa. In spite of the potential it has to reach a wider audience, it is not adequately utilized in the media. Language practice in the media relies more on the use of English to communicate important information intended to reach all, irrespective of the first language spoken and knowledge of English. In order not to continue excluding the majority from public discourse on development and other national issues, the article calls for a change in the language policy in the media
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.
Language of Instruction under the Competency-based Curriculum of Kenya: Policy, Practice and Performance
(The International Journal of Humanities and Social Studies, 2021-11-01) Odeo, Isaac Ipara; Ongeti, Karren Ohanga; Abenga, Elizabeth
In Kenya, the educational language policy stipulates that the language of instruction in lower primary Grade 1 to 3 in rural settings should be the learners’ First Language or Mother Tongue. In urban settings, the language of the school’s catchment area (usually English or Kiswahili) should be used as the language of instruction in Grade 1 to 3. Kiswahili and English are to be taught as subjects. English becomes the medium of instruction in all settings from Grade 4 onwards. This policy creates problems for teachers and learners considering that Kenya is linguistically heterogeneous. The purpose of this study was to establish the actual language practice in lower primary school Grade 1 to 3 in relation to declared policy and to evaluate its relationship with learners’ academic achievement. The objectives of the study were to establish the actual status of educational language policy and language practice in lower primary schools; to assess the relationship between the language of instruction and English subject scores of learners at Grade 4; to assess the relationship between the language of instruction and Mathematics subject scores of learners at Grade 4. The study area was Kakamega County, which was selected based on being a county with a fair mix of urban, rural and semi-urban schools. The study adopted a correlational design. The study population comprised 1,120 primary schools and 10,767 Grade 4 learners. Multistage sampling was used to select a sample of 175 schools from the population. Questionnaires were administered to 75 teachers and mean scores of Grade 4 assessment results were obtained from 1,076 learners from the sampled schools as part of a different, larger study. The data were analysed using descriptive statistics. Inferential statistics were used to test the hypotheses. The findings of the study indicate that there is a gap between policy and practice in lower primary school. The study revealed that there is a strong correlation between the language of instruction at lower primary school and learners’ academic achievement at Grade 4 in English and in Mathematics subjects. A policy shift is recommended to unify the language of instructions in the new CBC framework. This is imperative for equality of outcome in the learners’ Grade 4 school-based assessment under the CBC
Linguistic variations in spoken Kiswahili: a case of form one students from Bungoma east sub county
(KIBU, 2018-09-03) Simiyu, Colleta N.
The research paper identified and described phonological, morphological and grammatical variations in Kiswahili spoken by form one students selected from private/boarding primary schools and public day schools. The research then correlated the variations observed with the student’s exposure to the standard Kiswahili. This study made use of the sociolinguistic interview and participant observer technique as methods of data collection and judgemental sampling technique to select a sample size for the study. We came to the conclusion that Swahili spoken by students from local public day schools from Bungoma East Sub County varies from the standard Swahili. This variation cuts across all the social variables investigated.

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