This article investigates the use of English and other African languages in Kenyan primary schools. English is a foreign language to the majority of Kenyans, although there are some who claim that it is a Kenyan language. English is however the official language of Kenya and, in terms of policy, the medium of instruction from Grade 4 onwards. Kiswahili, an indigenous language, is the national language in Kenya which is taught and examined as a compulsory subject from Grade 1 up to Grade 12. Kiswahili is also a subject at Kenyan universities. The other indigenous languages are only taught up to Grade 3 and only in rural schools. While the situation described above is the language policy in schools, the practice differs from the policy. Based on a comprehensive study conducted in 2006, this paper shows how English and the indigenous languages complement each other to facilitate teaching and learning in primary schools. It is shown that Mathematics and Science lessons in Grade 4 (when English becomes the medium of instruction) are conducted in bilingual English-Kiswahili code switching and in trilingual English-Kiswahili-native language code switching in urban schools and peri-urban and rural schools, respectively.
This article unravels the manipulation of language and nonlinguistic communication strategies in political and sports discourses to negotiate various identities in Kenya. Kenya is multilingual with over 42 stable and unstable languages1 whose users are, historically, “forced” into one country. Through a historical sociolinguistic approach, the article analyses code choice, stereotypes, jokes and nicknames for ethnic and other identity negotiation. It shows that negative ethnicity based on “we” versus “they” dichotomies enhances ethnic cleavages but Sheng pervades ethnic boundaries and politicians use it to endear and identify themselves with the youth. The present article calls for responsible language use.
This paper argues a case for the preparation of reading materials in Kiswahili and other African languages in order to enhance adult education in Kenya. Adult education clientele are defined as those aged over 15 who (a) were either never enrolled in primary schools or dropped out before completing and (b) ‘graduated’ and currently participate in community extension services. Cognisance of mother tongues as the best languages to begin basic literacy is taken. However, since the literacy so acquired should be useful to the individual at both local and national levels, one needs Kiswahili for wider communication. Therefore, reading materials, especially for post literacy and adult literacy teacher training should be in Kiswahili. This will not only guard against relapsing to illiteracy and misinformation but will also alleviate the scarcity of reading materials in the face of hard economic times in Kenya.
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