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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Summary: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 of communication. Children in lower primary in rural areas should be taught in their mother tongues. The purpose of this study was to find out the use of mother tongues and official languages in elementary linguistically homogeneous classrooms in Kenya and the possible effect of this use. Data were obtained through classroom observations and interviews with classroom teachers and head teachers. The findings indicate that instead of using mother tongues to teach, teachers use Kiswahili (a national and co-official language) and English (an official language) in various ways to teach content subjects; mathematics, science, social/religious studies, hence making the classrooms bilingual. The article presents evidence and discusses how this use of language affects learning and what it implies on language in education policy, on second language learning, and on early literacy development. Negative effects of the practice include poor learning outcomes and poor teacher morale. The study recommends corrective steps to avert learning and literacy development losses.
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ISSN:1367-0050
1747-7522
DOI:10.1080/13670050.2016.1268567