JA-Department of Communication, Languages & Linguistics

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Open Access
The demands of a changing society: English in education in Kenya today
(2001-03-01) Kioko, Angelina N.; Muthwii, Margaret J.
English plays a key role in Kenya's educational system, not only as an important subject but especially as the medium of instruction. It has been claimed that the model and the norm of the English used in Kenya, apart from pidgin varieties, is the British Standard variety and in particular, Received Pronunciation (RP) (Schmied, 1990; Zuengler, 1982). Is this indeed the case? If not, what are the actual norms of correctness and appropriateness with regard to pronunciation, grammar, semantics, or pragmatics within the Kenyan community? There exists a discrepancy between the theoretical norm and the actual language behaviour, what challenges does this state of affairs present to an education system that relies heavily on the use of the English language? In examining these issues the paper adopts a historical perspective and discusses the factors that indicate the presence of a discrepancy between a theoretical norm and the actual language behaviour and then explores the consequences of such a situation. It also considers the valuable lessons that could be learnt, firstly from local creative writers' adaptation to the sociolinguistic/sociocultural reality, secondly from the move towards the democratisation and Africanisation of education in Kenya's history, and thirdly from what is happening in other non-native English contexts
Open Access
English variety for public domain in Kenya, speakers' attitudes and views
(Multilingual matters Ltd, 2004-01) Muthwii, Margaret J.; Kioko, Angelina N.;
The study sought to establish the attitudes of Kenyan speakers (n=210) towards 3 varieties of English: 1) ethically marked Kenyan English, 2) standard Kenyan English and 3) native speaker English (British, American, Australian etc) of the three varieties, the most preferred by both rural and urban respondents for use in the media and education was standard Kenyan English. Most of the respondents also considered this as the variety used by successful professionals like lawyers, doctors, engineers and successful business people. Contrary to expectation, intelligence, ambition, expertness are attributed to speakers not when they use native varieties of English but when they use the non ethnic marked variety of Kenyan English. The study suggests that further research should be less concerned about the deviation of Kenyan English from native speaker norms and concentrate more on the formal description of the variety of English that Kenyan speakers overwhelmingly prefer
Open Access
Translator training: The on-going search for relevance and appropriateness in anglophone Africa
(The bible translator, 2006-04-02) MUTHWII, MARGARET J.
The term “Anglophone” is misleading because many languages are spoken in each of the nations of “Anglophone Africa.” The people are not English speaking or Anglophone. A high percentage of them often are not proficient in English. Rather, in most speech domains, they speak their native tongues or local regional languages of wider communication. What makes these nations “Anglophone” is that they are countries in which English was the former language of the colonial power. And my colleagues would agree that the same can be said about both “Francophone” and ”Lusophone” Africa as well (see the two articles to follow). So in this case, whether we talk of “English-speaking” or “Anglophone” to refer to these nations, both are a misnomer. However, since the term “Anglophone” is widely used in UBS literature, it is also used in this article for ease of discussion. There are several Bible translation agencies in Anglophone Africa but the work done by Bible Societies exhibits the longest tradition and most varied products. Often there is collaboration and fellowship among these agencies in the training of translators. Some agencies work with the smaller language communities while the Bible Societies traditionally tend to work with larger language communities. Initial translator training needs vary from one community to another depending on the education level of the members of these communities. The small language communities have often been marginalized while larger groups have enjoyed more advantages, such as early exposure to schooling and literacy. Today, there are more openings for higher education in most of these English-speaking nations than in the past. What does this mean for training of translators? It means that increasingly Bible Societies no longer need to give potential translators a “basic higher education.” There are many Christians with training in theology, linguistics, and related fields. It is important to note also that theological training in Africa has expanded tremendously over the last few decades in keeping with the growth of the church on the continent. Biblical studies are taught in most of the theological institutions; however, many of them have not yet seen the need to include Bible translation components. A few universities and colleges have designed programs that focus on Bible translation. This is a great move in the continent, but these programs must be evaluated in terms of relevance of the course content itself, and the way they respond to the needs on the ground. More specifically, we need to ask whether these programs are flexible enough to meet the needs of translators who work with Bible Societies. Is the philosophy by which they were designed and structured still applicable to the African communities of today? Since in some cases a basic higher education is no longer an adequate prerequisite for translation, are the training institutions sensitive enough to run programs that equip graduates to produce diverse products as the church may have need of? In this article, we will suggest that when the recruiting and training process is sensitive to local conditions, not only as perceived by foreign agencies but by informed local leadership as well, then the road to adequate training of translators need not be that long.
Open Access
A linguistic analysis of HIV/ AIDS messages in Kenyan Primary school textbooks
(Egerton journal of Humanities, social sciences and Education, 2011-03-02) Kinuthia, Jane Wanjiku; Chai, Furaha; Yieke, Felicia Arudo
In Kenya, government agencies, line ministries and non governmental organizations have for several decades now made concerted efforts aimed at prevention of HIV/AIDS through increased awareness about the risk of transmission and promotion of positive behavior change. One such effort was the introduction, in 2003, by the Kenya Institute of Education, of the integrated HIV/AIDS syllabus in both primary and secondary schools. This study was conceived with the objectives to identify and analyse the language used in primary school textbooks in order to determine its suitability in communicating the HIV/AIDS message, and to provide empirical data on the kind of language used. Six class seven textbooks used in three compulsory subjects in six percent of primary schools from Nakuru municipality, and the views and comments of ten class seven teachers yielded the data. The data was analysed according to the Mills (1995) model of stylistic analysis. The findings were that most of the HIV/AIDS related concepts feature in science textbooks, and that of all stylistic forms, transitivity choices are the most popular with textbook writers. The study also established that the stylistic forms used have a bearing on how the readers process and interpret the information presented in the text. The study recommends that to make the integration of HIV/AIDS messages a successful venture, textbook writers need to consider what is the appropriate amount of information on HIV/AIDS in each subject and the suitable stylistics (style of language usage in different contexts) for the level of the reader. It is hoped that the implications of the study will be useful to teachers, textbook writers and the general society.
Open Access
The impact of HIV/AIDS message in selected Kenyan primary school texts: A linguistic perspective
(International Journal of Linguistics, 2012-06-01) Kinuthia, Jane Wanjiku; Tchai, Furaha; Yieke, Arudo Felicia
In Kenya, HIV and AIDS education has been integrated into the school curriculum as an effort to curb transmission of HIV and AIDS. The current study identified the phrases with HIV and AIDS message in selected textbooks of English, Science and Social Sciences in primary schools which were classified according to Mills (1995). Standards of textuality in the phrases were then examined and their impact on the readers evaluated as per Beaugrande & Dresseler classification (1981). The target population were class seven pupils and their teachers, in five randomly selected primary schools in Nakuru Municipality Division, Kenya Oral interviews and elicitation tests were used as data collecting tools. Evaluation of 39 phrases identified from 6 textbooks showed that none of the standard of textuality was upheld 100%. However, acceptability scored the highest (71.7%) while informativity scored the least (29.2%). Cohesion & Coherence, Intentionality, Situationality and Intertextuality had average scores ranging between 45 to 67.8%. It was concluded that the extent, to which each standard of textuality is upheld, correlates to a text’s appropriateness. Therefore, text book writers should design material that upholds all the standards of textuality to enhance effective communication. Such a move would ensure that the education system achieves its objectives.
Open Access
The inferior stone in the language hearth: The quest for recognition of indigenous african languages in the global arena
(Yale university, Language in African performing and visual arts, 2012-07-01) Njoroge, Martin C.
This paper discusses the language situation in an African setting considering that there are marginalized languages found in the continent. It highlights the imbalances in status and functions of different language categories in the country and explains why indigenous African languages continue to be marginalized. The paper also argues for the need to preserve, promote and develop these indigenous languages since. It observes that every unique language plays a vital role to the global village in its uniqueness hence, losing a language would mean losing a lot, more than just its basic function as a tool of expression. The paper concludes by pointing out the way forward for Kenya to address equitability of all languages within her sociolinguistic environment.
Open Access
Harmonizing the orthographies of Bantu languages: The case of Gikuyu and Ekegusii in Kenya
(University of Nairobi journal of languages and linguistics, 2013-10-01) Mwangi, Phyllis W.; Njoroge, Martin C.; Mose, Edinah G.
Despite the multiplicity of African languages, available literature on the development of these languages points to the need to have their orthographies harmonised and standardised. This is because properly designed orthographies can play a monumental role in promoting their use in all spheres of life, and hence contribute to Africa’s socio-economic development. Such harmonisation is practical, especially among languages such as Gĩkŭyŭ and Ekegusii, two distinct Kenyan Bantu languages that are mutually intelligible. This paper examines how similar or dissimilar their phonologies and orthographies are, with a view to proposing how they can be harmonised. The paper concludes that there are benefits that can accrue from such harmonisation efforts, especially because there will be greater availability of literacy materials accessible to the speakers of the two languages.
Open Access
Sexual Intercourse euphemisms in the Gikuyu language: A cognitive linguistics approach
(University of Nairobi Journal of Language and Linguistics, 2015-01-01) Gathigia, Moses G.; Ndung’u, Ruth W.; Njoroge, Martin C.
The research on which this paper is based set out to identify the sexual intercourse euphemisms used in Gĩkũyũ, a Bantu language spoken in Kenya, then discuss the semantic and lexical processes used in those euphemisms, and, finally, point out the specific metaphors that underlie these latter. To achieve these objectives, the research used data collected (using an interview schedule) from 20 native Gĩkũyũ speakers. The euphemisms were assigned to their corresponding semantic and lexical processes, and then discussed in terms of their correspondences between the source domain and target domain, two key concepts of the Conceptual Metaphor Theory. The specific metaphors behind those euphemisms were discussed. It transpired from this discussion that men generally looked at sexual intercourse more as WORK, A GAME, WAR, FOOD and UTILITY, while women looked at it mainly as a form of COMPANIONSHIP.
Open Access
Working with discouraged languages: A broad approach to literacy challenges in Af rica
(PAC University, 2015-04) Muthwii, Margaret Jepkirui
Research shows that the upheavals facing literacy and language use in Africa have been widespread in almost every nation. his is particularly so for those nations that historically experienced the use of an international language in this political and educational systems. Bible work in Africa goes on within this context. The success of this work demands that literacy issues must be looked at partly from the perspective of language learning and use since the school is, for the majority of people, the only place where literacy is acquired. Preference to use an international language as the language of instruction has not necessarily enabled most learners to achieve useful levels of literacy. Indigenous languages continue to face serious onslaughts from several quarters to such an extent that cohorts of school leavers cannot read or write in the language they love to speak and listen to. What must be done to facilitate the discouraged languages and language learners in Africa? Specific suggestions are given on the kinds of knowledge and effort relevant to literacy work that needs to be embraced for effectiveness in the communities served by Bible societies. A case is put forward for improved strategies - specific strategies that address, for example, standardization of orthography, quality translations sensitive to the oral nature of most communities, awareness of community rights and practices in the so called ‘bilingual classrooms’, and facilitation in the provision of literature for literacy work.
Open Access
Relating theory and practice in the teaching of connectors
(International Conference on Education, 2015-07-16) Gathigia, Moses G.; Njoroge, Martin C.
Coherence and cohesion are essential elements that a well-constructed written sentence or text should consist of. Connectors are usually used to indicate coherence and cohesion between units of a discourse. A sample of academic writing with connectors present is perceived to be more logical, convincing and authoritative than the same sample with all the connectors removed. Learners of English as a second language tend to misuse connectors in their writing creating comprehensive problems that may be so impenetrable as to defy normal decoding of a text. With this background information, this paper examines the teaching of connectors using the conventional approach and the essay-based approach, which is also complemented by the Coherence and Relevance theoretical framework. The study is conducted using a pretest / posttest paradigm to test the efficacy of the two approaches of teaching connectors. Two Form three classes were sampled for this study. A pretest on logical connectors was administered in each school, marked and results recorded. The experimental class was exposed to the teaching of connectors using the essay - based approach (textual) method as a tool of teaching while the control class was exposed to the conventional approach of teaching. A posttest, the same test administered as a pretest, was given to the two groups. The scores recorded in both tests were analyzed quantitatively using the Levene's Test for Equality of Variances. The analysis is then presented in tables, graphs and findings discussed. In addition, the paper proposes recommendations for pedagogy.
Open Access
“Nihao Kenniya!” Promoting intercultural communication between China and Kenya: The role of Confucius Institutes
(2015-08-06) Njoroge, Martin C; Gathigia, Moses G.
The Chinese language is increasingly becoming popular because of the pride of place that China occupies globally. The popularity of the language has been rapidly facilitated by the establishment of the Confucius Institutes, which are mandated with the responsibility of introducing Chinese language and culture to non-Chinese population. The question is: has this move enhanced cross-cultural communication between Chinese and non-Chinese people. Kenya has three Confucius Institutes at the University of Nairobi, Egerton University and Kenyatta University. These three institutes offer various Chinese courses to Kenyans interested in acquiring competence in Chinese and understanding Chinese rich culture. Students who excel in these courses get a chance to proceed to China for further studies. The paper seeks to explore the role of Confucius Institutes in promoting intercultural communication between China and Kenya. 831 students of Chinese at Confucius Institute at Kenyatta University formed the target population. A sample of 120 students, selected randomly, filled in a questionnaire that was designed to help in assessing the role of the Confucius Institutes in facilitating cross-cultural communication. Data were analysed qualitatively and the results interpreted and discussed. The general finding is that Confucius Institutes are a bridge between China and Kenya and they are a useful vehicle in promoting understanding between Kenyan and Chinese cultures.
Open Access
Gendered Identities in Gikuyu marriage negotiation discursive domain
(International Journal of Linguistics and Communication, 2015-12-01) Kinuthia, Jane Wanjiku; Wathika, Lucy; Yakobo, J.K.M
The practice of bridal payment has since time immemorial remained an important feature of heterosexual marriages in many human cultural practices. In contemporary Kenyan Law on marriage and divorce, bridal negotiation and payment is regarded as central evidence of the validity of customary marriage and in the establishment of the legality of such union. Gendered identities in this case refer to the social and cultural construction of the femininities and masculinities perspectives which are known to influence and shape the practices of social institutions. This paper focuses on the formal discursive process of negotiating and legalising marriage in the domain of ‘Ruracio’ or bride wealth payment amongst the Agikuyu of Kenya. Data consisted of five recorded discourses from sampled negotiation sessions and five focus group discussions from Kiambu County, Kenya. The data collected was translated, transcribed and analysed with a view of investigating language use for gendered identities and their implication on society. Guided by principles in discourse historical approach, the study established that language use in this domain defines gender roles, perspectives and identities which are useful in constructing individual and societal identity. It is hoped that these findings will benefit the general public as they interact linguistically.
Open Access
The Role of teaching/learning in the acquisition of multi cultural literacy: Survey of primary, secondary and university levels in Kenya
(PAC University journal of arts and social sciences, 2016-01-01) Njoroge, Martin Chege; Gathigia, Moses Gatambuki
The cultural, racial and ethnic composition of Kenyan primary, secondary and university schools has become increasingly diverse. Because of this heterogeneity, multicultural literacy (ML) has emerged as an important component of the Kenyan education system. Unfortunately, little attention has been paid to examine the role of teaching/learning in the acquisition of multicultural literacy in the diverse dynamics of the Kenyan society. Thus, the research on which this paper is based set forth to examine the role of teaching/ learning in the acquisition of multicultural literacy in different educational tiers in Kenya. To achieve this objective, Eric Hirsch’s theory of cultural literacy guided the study. The study also employed the quantitative research design because of the need to correlate social variables with multicultural literacies. Learners from class 8, form 4 and fourth year undergraduate students were purposively sampled from the following three institutions: A primary school in Nairobi, a secondary school in Kiambu County and a university in Eldoret; all in Kenya. A pre-test comprising 30 items was given to all the 25 sampled students of each education level to measure their multicultural literacies. Students were then taught about the Maasai, Turkana and Nubian cultures. The post-test of the same questions as the pre-test was administered to the learners, marked and the scores recorded. To test the correlation, Levene’s test for equality of variances was employed. The study found that exposing the learners to information on the three cultures influenced performance in the post-test. Thus, the study noted that multicultural literacy enhances learners’ cultural awareness, acceptance of diverse learners, and develops a positive self concept for learners’ from diverse backgrounds. The study recommends the incorporation of multicultural literacy in the curriculum to build a cohesive society and to discourage the negative stereotypes that characterize some multicultural settings.
Open Access
The implications of language and power in Gikuyu marriage negotiation discursive domain, for Kenya’s vision 2030
(Kabarak Journal of Research & Innovation, 2016-03-21) Kinuthia, Jane Wanjiku; Wathika, Lucy; Yakobo, J.K.M
This study was conceived on the premise that there are connections between language use and unequal relations of power and there is widespread underestimation of the significance of language in the production, maintenance and change of social relations of power. There is therefore need to help increase consciousness of how language contribute to the domination of some people by others since consciousness is the first step towards emancipation. Some commonsense assumptions which are implicit in the conventions according to which people interact linguistically are identifiable in conventions which follow a pattern where one party seems more powerful as seen in the way they control the process of talk such as in the Gikuyu marriage negotiation discursive domain. This paper focuses on the formal discursive process of negotiating and legalising marriage in the domain of ‘Ruracio’ or bride wealth payment amongst the Agikuyu of Kenya. Data, consisting of five recorded discourses from sampled negotiation sessions and five focus group discussions from Kiambu County Kenya, was translated, transcribed and analysed with a view of investigating language use for power potentialities. Guided by principles of language and power, the study established that language use in this domain defines power differentials and this has a direct influence on how people think, act and view their society. This paper argues that such potentialities would be instrumental in building a free and fair society as envisioned in the social pillar of Kenya’s Vision 2030.This way, Linguistics as an area of study would be contributing to social development. It is hoped that the findings will be useful to all language users, leaders in general and policy makers in our country.
Open Access
L’impatto delle lingue africane sullo sviluppo socioeconomico dell’Africa: effetti e prospettive
(African languages and economic development, 2017) Njoroge, Martin C; Gathigia, Moses G.
L’Africa è un continente plurilingue e multiculturale con disparità nello status concesso alle lingue africane parlate nel continente (Orekan, 2011). È a causa di questa natura plurilingue dell’Africa, argomenta Sibomana (2015), che i paesi africani sono messi di fronte a questioni irrisolte relative alla scelta della o delle lingue in grado di sostenere nel modo migliore lo sviluppo economico e sociale. È importante rilevare che l’Africa ha oltre 2110 lingue, cioè il 30,5% delle lingue vive esistenti, e che il multilinguismo costituisce una caratteristica peculiare del continente (Lewis, 2009)4. Sebbene la carta linguistica dell’Africa possa essere divisa in anglofoni, francofoni, lusofoni, arabofoni e swahilofoni per quanto concerne la scelta della lingua dell’amministrazione (Lodhi, 1993), le lingue africane sono classificate geneticamente in quattro gruppi linguistici maggiori o phyla: afroasiatico, nilo-sahariano, Niger-Congo e khoisan (Orekan, 2010). Nelle zone mediorientali del continente africano sono anche parlate alcune lingue afroasiatiche (Lodhi, 1993). La ricchezza di lingue in Africa ha comportato enormi problemi di comunicazione, nell’istruzione e perfino nella politica (Lodhi, 1993). Purtroppo, per ragioni politiche e/o economiche, la maggior parte dei paesi del continente ha scelto come ufficiali lingue coloniali, a volte insieme con una o più lingue africane come lingue nazionali. Le lingue indigene sono riconosciute come ufficiali solo in 10 dei 54 paesi dell’Africa, l’arabo in 9, e i restanti 47 paesi hanno come ufficiali lingue ex-coloniali distribuite come segue: francese in 21 paesi, inglese in 20, portoghese in 5 e spagnolo in 1 (Bamgbose, 1991, pp. 30-31). Questo è un retaggio dell’eredità coloniale, laddove le lingue degli ex colonizzatori continuano a essere dominanti nella maggior parte dei paesi africani in tutti i domini formali e tecnici, come governo, economia aziendale, scienza e tecnologia, commercio e scambi commerciali, relazioni internazionali, istruzione (Kanana, 2013). Purtroppo in Africa le lingue indigene sono state limitate a pochi domini quali la comunicazione intracomunitaria, ruoli di interpretariato, nei tribunali e in politica, per citarne alcuni (Kanana, 2013). Nell’istruzione, per esempio, “i leader nazionali erano influenzati dalla credenza che la via migliore verso il progresso fosse di mantenere le cosiddette “già sviluppate” lingue coloniali come strumento esclusivo dell’istruzione” (Rassool, 2007, p. 86). Simpson (2008) coglie in modo preciso le sfide linguistiche dell’Africa, quando dice: Nel generale tentativo di costruire nuovi stati stabili e integrati nell’Africa subsahariana, fortemente multilingue e multietnica, la lingua ha dimostrato, cosa non sorprendente, di essere una forza importante e contrastata, intimamente connessa sia con l’accesso individuale dei cittadini a istruzione, impiego e partecipazione politica, sia con l’ampia crescita di un senso dicomunità nazionale condiviso, e ha spesso causato la percezione che il multilinguismo (inteso come presenza di molte lingue all’interno di una singola popolazione) fosse una grave complicazione per lo sviluppo nazionale, piuttosto che una risorsa da sfruttare
Open Access
Integrating multilingual/multicultural literacies in the school curriculum to build cohesive African society in the 21st century: Lessons from Kenya
(2017-07-23) Njoroge, Martin C.
Due to globalization, rural urban movement and internationalization trends, the cultural, racial and ethnic composition of schools, colleges and universities in Africa has become increasingly diverse. Because of this heterogeneity, there is need for multilingual/multicultural literacy to become an important component of education systems in Africa. Multicultural literacy, as noted in available literature in the field, comprises the skills and ability to identify the creators of knowledge and their interests, to uncover the assumptions of knowledge, to view knowledge from diverse ethnic and cultural perspectives, and to use knowledge to guide action that will lead to a humane and just world. Multicultural literacy, therefore, leads to the understanding of different cultures through exposure to aspects such as the history, values, language, religious beliefs and oral literature of different communities. This implies that multicultural literacy is premised on cultural pluralism. A research done in Kenya in 2015 showed that learners at all levels of education in the country lacked multilingual/multicultural literacy despite the diverse dynamics of the Kenyan society. They, for example, accepted many of the stereotypes associated with other African languages and cultures due to lack of exposure to such languages and cultures in schools and elsewhere. To address such challenges, the just approved national school curriculum in Kenya purposes to integrate multilingual/multicultural literacy in schools with the aim of building a society that will embrace diversity; a society that will aspire to remain cohesive despite this diversity. This chapter purposes to do the following: Give a brief on the diverse languages and cultures in Kenya; share findings of a study done in 2015 on the state of multilingual/ multicultural literacies in schools and universities in Kenya; Give a preview of the integration of multilingual/multicultural literacy in the revised Kenyan curriculum; share lessons that have been learned in Kenya regarding the role of multilingual/multicultural literacies in building a cohesive society; and propose strategies that can be put in place for successful acquisition of multilingual/multicultural literacies in Africa in the 21st Century.
Open Access
Rural-urban dichotomy and Linguistic Variability: Evidence from speaking language as spoken by teachers in Kenya
(One Planet Publishing & Media Services, 2017-12-01) Njoroge, Martin C.
The research reported in this paper identifies and describes phonological and grammatical variations in the English spoken by teachers at Kenyan primary school level, correlates the variations observed with the teachers’ locality - either urban or rural area - and discusses pedagogical implications of the emergent patterns. First, the results indicate that the teacher’s spoken English varies from the British standard variety - the model of correctness at all the education tiers in Kenya - and second, that the location where the teacher has lived and worked in for a long duration significantly influences language variability. In terms of rural-urban dichotomy, the urban English speech is observed to approximate more to Received Pronunciation than the rural speech does. The greatest variation between these two settings (rural and urban) is especially pronounced in the phonological variables. Factors such as differences in patterns of language use, differences in access to technology and differences in attitude and motivation have been put forward to account for linguistic variability that relates to rural-urban dichotomy.
Open Access
The Treatment of Indigenous Languages in Kenya’s Pre- and Post-independent Education Commissions and in the Constitution of 2010
(Australian International Academic Centre, 2017-12-30) Njoroge, Martin C.; Gathigia, Moses G.
An indigenous or community language is the language that nurtures the child in the early years of his or her life. The UNESCO land mark publication in 1953 underscores the importance of educating children in their community languages: an education that is packaged in a language which the child does not understand is simply difficultfor the child. Kenya has had a number of education commissions that significantlyaddress the place of indigenous languages in a child’s education. Further, Kenya Constitution on its part tackles language issues too. This paper, therefore, examines how the Constitution and the various colonial and post-colonial educational commissions that have been undertaken in Kenya treat indigenous languages. Should these indigenous languages be used as a medium of instruction? What are their benefitsto a child’s life? To answer these questions, the historical method of study which utilizes mainly secondary and primary sources of data is adopted. The main sources of primary data which form the basis of the discussion and analysis in the paper are Kenya’s constitution (2010) and the educational commissions and reports in the two epochs: colonial and post-colonial periods. The main sources of secondary data scrutinized include: written documents such as books, journals and newspapers. The paper notes that the various educational commissions contain numerous recommendations that have informed Kenya’s education sector over the years on the way indigenous languages should be utilized for both individual and national development. This notwithstanding, the paper concludes that indigenous languages in Kenya have been given a short shrift to the advantage of English language hegemony. The paper proposes a sound implementation of the commissions’ recommendations in order to revitalize indigenous languages so that a Kenyan learner can reap benefits that accrue from the use of indigenous languages in education
Open Access
Folkinguists’ Perceptions and Attitudes Towards Kenyan Varieties of Swahili
(Swahili forum, 2018) Njoroge, Martin C; Githinji, Peter
This paper examines the perceptions of Kenyans towards the way other Kenyans speak Swahili from a Folklinguistic perspective. The study involved two main tasks. In the first task, informants were provided with blank maps of the country and asked to identify areas where they thought there was a distinct way of speaking Swahili. In the second task, they were provided with the same map showing Kenyan’s eight provinces and asked to rank them in terms of correctness, attractiveness and closeness to the way they speak Swahili. The results show little or no difference between the rankings of correctness versus pleasantness of Swahili varieties. The study also shows that Kenyans do not identify with the normative variety modeled on the standardized or Kenyan coastal Swahili which is used in the schools or mass media. Similar to other studies in perceptual dialectology, the informants’ judgments were influenced by their background knowledge and stereotypes about different regions that have little or no relationship with linguistics factors per se. Unlike other studies in perceptual dialectology however, languages that are not the object of study have a strong influence on respondents’ perceptions. Beside the ethnic stereotypes that characterize Kenya’s multilingual discourse, Kenyans’ attitudes towards varieties of Swahili seem to be filtered through the lens of a competitive hegemonic language that has enjoyed historical advantage. As a result, the promotion of an idealized variety of Swahili in light of the dominance of English and the continued use of local languages is not likely to increase its acceptability as a national and official language.
Open Access
The impact of African languages on Africa’s Socio-economic development: Perceptions and possibilities
(2018-05-11) Njoroge, Martin C.; Gathigia, Moses G.
Africa is highly multilingual, with over 2,011 different languages being spoken in the continent. Nevertheless, the dominant languages in post-independent Africa have remained the ex-colonial codes: English, French and Portuguese. These languages continue to be used as the official media in education, mass communication, commerce, judiciary, and political administration in Africa. In almost all the African states, the ex-colonial languages are the privileged official codes. Ironically, in much of Africa, some 90% of the people have no knowledge of the official language of their country, even though these ex-colonial languages are presumed to be the vehicle of communication between the governments and the citizens. This in itself is a barrier to effective communication between the ruling class and the citizens; hence, a problem in terms of involving the latter in national development. The majority of African population is thus denied an opportunity to participate creatively and significantly in development activities, ultimately denying African nations a chance to grow at a rate that can enable them to provide for the needs of their citizens. Clearly, English, French and Portuguese in Africa are perceived to be of higher status, greater usefulness and to be the languages that are instrumental to economic and social development. The indigenous languages have very limited use in official domains. Thus with time, the population develops certain attitudes towards the different languages within their linguistic repertoire. The proposed chapter uses data collected through a questionnaire administered to 120 speakers of six minority African languages spoken in Kenya to assess perceptions and possibilities of the impact of African languages on the continent’s socioeconomic development. The analysis of data shows that the speakers see the continued use of excolonial languages as the main stumbling block for the growth and use of indigenous languages in former colonies. Some respondents reported that the use of these ex-colonial languages inhibits the interaction of indigenous languages with science, impedes generation of appropriate technology and creates an educated elite committed to pursuing the life styles of the former colonizers. The children develop a sense of shame in the indigenous language; thus, contributing to negative attitudes towards their own mother tongue. Some argue that the use of ex-colonial languages in Africa to transmit scientific and technological knowledge to a population that is not competent in the languages while at the same time expecting the same population to use these languages in creative and innovative ways for Africa’s development is indeed a daunting task.They all see the revitalization and use of Africa languages in all domains as a vehicle through which African socio-economic development will be enhanced.

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