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Item Open Access Learners' acquisition of English vocabulary: Challenges and implications for classroom teaching practice (Kenya)(Teachers of English to speakers of other languages, 2009-09) Njoroge, Martin C.; Ndungu, Ruth W.The Kenyan learner of English acquires his or her vocabulary without overt structured instruction. The learning of vocabulary is a continuous process, through listening, speaking, reading, and writing activities. The lexicon to be learned, therefore, depends on the learner. What the syllabus implies is that the Kenyan learner of English is capable of acquiring on his or her own an English vocabulary of the ideal depth and breadth. The argument in this research is that this may not be the case. The research therefore seeks to investigate what English lexical items the Kenyan learner acquired against such a pedagogic background with the aim of arguing for different lexical pedagogy. This research observes that learners display difficulties in the acquisition and use of vocabu-lary. The research mainly places focus on the use of synonym interchangeability and synonym substitution.Item Open Access Teachers' perceptions on the use of African languages in the curriculum: A case study of schools in Kenya, East Africa(Journal of the National council of less commonly taught languages, 2011-09-01) Njoroge, Martin C.; Gathigia, Moses G.In order to revitalize African languages and advocate for their use as media of instruction in Kenyan schools, it is important to investigate and document the teachers’ attitude towards the use of these languages in teaching. The research on which this paper is based set forth to explore teachers’ perceptions on the use of the mother tongue as the language of instruction in Kenya, East Africa. Six schools out of 54 public schools in the Gatundu district were randomly sampled. 32 teachers of Grades 1—3 were interviewed to find out the actual practices in their classrooms, the challenges they faced, and the perceptions they held in relation to the use of the mother tongue in their teaching. The data were qualitatively analyzed and the emergent findings support the claim that the use of learners’ mother tongue is beneficial to learners. In addition, the paper discusses the findings and proposes recommendations for pedagogy.Item Open Access Spot on oral skills for secondary schools(Oxford, 2014) Njoroge, Martin C; Mucha, Pasomi; Bukenya, AustinItem Open Access Test it & fix it(Oxford university press, 2014-01) Bukenya, A.; Kioko, A.; Njeng'ere, D.; Njoroge, M.; Kabaji, E.Item Open Access Our teacher doesn't speak like theirs: Analysis of variations in the spoken English of teachers in Multilingual settings in Kenya(Cambridge scholars publishing, 2014-09-01) Njoroge, Martin C.; Ndungu, R.W.; Gathigia, Moses G.English language is not only one of the official languages in Kenya but also a medium of instruction in Kenyan schools. The assumption is that at all school levels, the teachers, who are also the main linguistic models to the learners are excellent in their command of the language. There is need to investigate the reality of the English classroom in Kenya since this assumption may not necessarily be a representation of the actual reality. This chapter seeks to investigate the variations and reports its findings that indeed the spoken language used by these teachers varies significantly even from the norm of correctness as is based on the British Standard. This mainly is because of two aspects, one being that there are other international languages spoken in Kenya and secondly, the fact that the ethnicity variable impacts on the spoken English used by the teachers within their classrooms