https://kerd.ku.ac.ke/handle/123456789/6 2026-08-25T16:05:34Z https://kerd.ku.ac.ke/handle/123456789/1407 Putting into Perspective the Integrative Approach to English Language Teaching in Kenya Barasa, Peter L.; Omulando, Carolyne Worldwide, the field of language teaching has in the last decade been going through a revolution with the quest to come up with methodological approaches that can be regarded as efficient to effectively facilitate the language instructional process. This has borne an on-going debate regarding which is the most effective method and in which direction should language educators go with regard to enhancing the language learning process. From this perspective, an examination of language teaching methods points at a period in the world of language teaching methodology where there was a move away from the concept of “methods” deemed to restrict the teacher to a particular set of instructional practices. Born from this awakening, the concept of “eclecticism” is taking root. Eclecticism advocates focus on language teaching procedures rather than language teaching methods. Among the approaches that are taking root in language instruction is the “integration approach” to language teaching. This approach has now taken deep root, a philosophy that informs innovative classroom practice of the language teacher. Given this orientation, our paper presents a conceptualization and an analysis of the integration approach to teaching language. The paper draws its thread of thought from literature on methodology and authors combined experience of ELT of 26 years. The aim of this paper is to provide direction toward successful and informed implementation of the integration approach at all levels of learning as provided for in the education system in Kenya. We offer a description of various forms of integration levels which we believe are likely to enlighten teachers of English in handling problems arising during the implementation process. We are certain that the perspectives raised here will provide a sound background to the understanding of language teaching practice in Kenya borne from the communicative approach, communicative language teaching and notional-functional approach syllabi and philosophies, and the advocacy for post-method approaches in language teaching which all form the basis for the integration approach A presentation published in the African Journal of Education, Science and Technology 2018-09-28T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1399 Evaluation of Implementation of the Revised Kiswahili Curriculum: A Case of a Teachers’ College in Kenya Maithya, Paul M The revised Kiswahili curriculum is a curriculum in which Kiswahili subject is compulsory and a teacher trainee is expected to pass in the subject in order to be awarded the certificate of Primary Teacher Education (PTE). This is opposite to the previous Kiswahili curriculum where it was not a must for one to pass in Kiswahili to be awarded PTE certificate. The evaluation study aimed at providing important information to curriculum implementers and management for making informed decisions on teaching, learning, assessment process and improvement of the subject. Combinations of ex post facto and naturalistic designs were utilized. Many of the participants believed that to great extent the curriculum was realistic and practical; and the implementation was effective though with some difficulties. It was concluded that if the all the hindrances were eliminated then the implementation would be perfected An article in the Journal of Education and Practice 2013-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1391 Medium of Instruction in School: The Indigenous Language, the National Language or the Official Language? A Case study from Multilingual Deep Rural Kenya Spernes, Kari Iren; Korir, Rose Ruto The connection between multilingualism and the school curriculum continues to engender debates on language preferences because of the potential to influence the amount of learning among learners. To understand language preferences among multilingual learners and their implications for the selection of the medium of instruction (MoI) in a multilingual country, data were collected through questionnaires and interviews among learners, teachers and head teachers in deep, rural Kenyan primary schools. These schools are located away from urban centres, with little or no basic infrastructure, hence the concept of “deep ruralness”. The participants were purposively sampled from among learners, teachers and head teachers to examine how learners’ affiliations with multilingualism could explain the preferred MoI, and the ways through which schools implement the use of an MoI in the curriculum. The findings show that Kiswahili and English were used as the MoI, even when the curriculum recommended indigenous languages and English. Moreover, learners’ multilingual affiliations and their spontaneous languages were their indigenous languages and Kiswahili. Based on these findings, we claim that the indigenous language, Kiswahili and English should be used as the languages of instruction in Kenyan schools. An article in the Journal of African Languages and Linguistics 2018-04-24T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1383 Continuing Professional Development Needs for English Language Teachers in Kenya. Nyarigoti, Naom Moraa With the widespread use of English across the world, it has become essential to raise English language teachers’ awareness and sensitivity with regard to the strategies they need to deploy in designing their activities and adjusting their teaching so as to take into consideration the current status of English as a world language. Although many of these strategies can be learnt through teacher reflection, others such as subject knowledge matter, pedagogical expertise and understanding of curriculum and materials cannot. Professional development should therefore go beyond individual reflection to include new trends and theories in language teaching; familiarization with development in subject matter knowledge; and critical examinations of the way the schools and languages programme are organised and managed. This article discusses the views of teachers regarding the teaching of English in Kenya, what they consider as their CPD needs, challenges and suggestions for improvement. It makes use of data collected from interviews with teachers of English, policy documents as well as interviews with CPD providers who had direct influence on the teachers’ work. An article in the International Journal of Research In Social Sciences 2013-10-01T00:00:00Z