The Treatment of Indigenous Languages in Kenya’s Pre- and Post-independent Education Commissions and in the Constitution of 2010

dc.contributor.authorNjoroge, Martin C.
dc.contributor.authorGathigia, Moses G.
dc.date.accessioned2024-03-12T06:41:15Z
dc.date.available2018-01-02T09:52:52Z
dc.date.available2024-03-12T06:41:15Z
dc.date.issued2017-12-30
dc.descriptionJournal articleen_US
dc.description.abstractAn 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 educationen_US
dc.description.sponsorshipPAC Universityen_US
dc.identifier.issn2203-4714
dc.identifier.urihttps://repo.pacuniversity.ac.ke/handle/123456789/1426.2
dc.language.isoenen_US
dc.publisherAustralian International Academic Centreen_US
dc.relation.ispartofseriesALLS;Vol: 8 Iss: 6
dc.subjectIndigenous Languagesen_US
dc.subjectTreatmenten_US
dc.subjectColonialen_US
dc.subjectPost-colonialen_US
dc.subjectEducation Commissionsen_US
dc.subjectConstitutionen_US
dc.titleThe Treatment of Indigenous Languages in Kenya’s Pre- and Post-independent Education Commissions and in the Constitution of 2010en_US
dc.typeArticleen_US
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
The treatment of Indigenous Languages in Kenya.pdf
Size:
524.79 KB
Format:
Adobe Portable Document Format
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed upon to submission
Description:

Version History

Now showing 1 - 1 of 1
VersionDateSummary
2*
2024-03-12 06:40:19
n.v
* Selected version