Bilingualizing linguistically homogeneous classrooms in Kenya: implications on policy, second language learning, and literacy

Bilingualism characterizes people in linguistically heterogeneous settlements like Nairobi among other urban centres in Kenya. But the country is also predominantly rural (where you find people of a common language settled in one geographical rural region) in which mother tongues are primary means o...

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Bibliographic Details
Published in:	International journal of bilingual education and bilingualism Vol. 22; no. 4; pp. 459 - 472
Main Author:	Mose, Peter Nyakundi
Format:	Journal Article
Language:	English
Published:	Abingdon Routledge 19.05.2019 Taylor & Francis Ltd
Subjects:	African Languages Bilingualism Bilingualize Children Classroom Communication Classroom observation Classrooms Content area instruction content subjects Early literacy Education policy Educational Policy Elementary education Elementary School Students Emergent Literacy English (Second Language) English language Foreign Countries Grouping (Instructional Purposes) Head teachers homogeneous Language acquisition Language of Instruction Language policy Language usage Languages Learning Learning outcomes linguistically Literacy Mathematics Morale Mothers Native Language Native language acquisition Observation Official Languages Outcomes of Education policy Reading Instruction Religious Education Rural Areas Rural communities Second Language Learning Second language teachers Swahili language Teacher Attitudes Teacher Morale Teachers Teaching Methods Kenya
ISSN:	1367-0050, 1747-7522
Online Access:	Get full text
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