https://kerd.ku.ac.ke/handle/123456789/131 Sat, 01 Aug 2026 12:17:48 GMT 2026-08-01T12:17:48Z https://kerd.ku.ac.ke/handle/123456789/1562 Language in Education and the Role of Applied Linguistics in Kenya Michieka, Martha Moraa Language in education has remained a major concern in most African countries, especially those that were formerly colonized by European countries. Several problems that Africa and Kenya in particular, faces are closely tied to the language of education. What is the nature of these problems and whose responsibility is it to solve them? What is the role of an applied linguist in this linguistically complicated situation in Kenya? The definition of applied linguistics or who an applied linguist is eludes many. This paper does not propose to provide a definition either. Using the varied definitions that exist in literature, a working definition is developed and based on that definition; the paper shows that Kenya has several language issues that call for the services of applied linguists. While the issues range from the national language policies, language in education, multilingualism, second language teaching to language acquisition, the paper narrows the focus to four language-based problems, all of which are closely tied to the language of education. Although no solutions are suggested to these problems, a list of questions is formulated for the applied linguist to research on. An article published in Journal of Language, Technology & Entrepreneurship in Africa Sat, 01 Jan 2011 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1562 2011-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1266 The Efficacy of Songs in the Acquisition of English Articles and Nouns in a Multilingual Setting in Kenya, Africa: A Case Study of Grade 4 Class in Kenyan Primary Schools Njoroge, Martin C. This research was conducted using a pretest / posttest paradigm to test the efficacy of songs in the acquisition of English articles and nouns by learners in a multilingual setting in Kenya, Africa. Two Grade Four classes in two elementary schools, one in an urban area and the other in a rural setting, were sampled for this study. A pretest on articles and noun plural formation was administered in each school, marked and results recorded. The experimental class was exposed to a Task-Based Language teaching method that utilised songs as a tool of teaching while the control class was exposed to regular 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 Statistical Package for Social Sciences and analysis presented in tables and graphs. Levene's Test for Equality of Variances was then employed. The general finding is that the use of songs in the teaching of English as a second language is effective as attested by the high performance of the experimental classes in the two schools. A conference proceeding presented by Martin C. Njoroge Wed, 01 Jan 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1266 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1231 A Situational Analysis of Language of Instruction in Lower Primary School in Nyeri county, Kenya Githinji, Wanjohi The purpose of this study was to establish the language(s) used for instruction in lower primary school and also find out to what extent various factors related to school, teachers and parents influence the language choices for instruction in the respective classes and schools. This is because in spite of the language policy in Kenya stipulating that, learners in lower primary school be instructed in the language of the catchment area, studies in pre-primary school show that some schools ignore this rule. This comes at a time that issues have been raised concerning children being introduced to foreign languages too early before they have even mastered the first language. Likewise in the recent past a debate has been raging concerning instructing children in mother tongue at the pre-primary and lower primary schools. The available studies did not focus on language choices made at the lower primary level of education which is a crucial transition stage to formal learning. Most of these studies either addressed the status of the language policy in general or focused on other levels. They have also been exploratory in nature and dwelt on either perceptions, attitudes, values, multilingualism or other aspects of language. The study adopted the Choice theory and Transitional language model in the theoretical framework. The study design was qualitative and adopted a descriptive survey methodology which allowed for an in-depth examination of the situation. The independent variables were the factors said to influence the choice of the language of instruction while the dependent variable was the language of instruction used at lower primary school. This study was carried out within Nyeri County in which Kikuyu is the dominant language. This county has experienced an outcry in academic performance particularly in languages, mathematics and the sciences which has been attributed to the inability to express ideas. The target population of the study was children in lower primary school classes, their teachers and parents. A multistage sampling technique was adopted. Schools were randomly or purposefully selected at various stages; classes were selected through cluster sampling while teachers were randomly selected. Data was collected from private and public schools in rural and urban areas through lesson observations, interviewing teachers and focus group discussions with parents. A pilot study was conducted to pretest the instruments. Validity and reliability were established through triangulation. The qualitative data collected was analyzed using Kitwoods Qualitative Technique of Analysis to bring out the emerging patterns, themes and trends. Among other findings a variety of languages were being used in the classroom instruction with limited consideration to language policy in education. This was seen to be influenced by choices made by the teachers, parents and schools’ management and locality. The study recommends a cross monitoring of implementation of language of instruction policy, training of teachers and education officers, community awareness and resource mobilization so as to benefit children at lower primary school A thesis submitted for the degree of doctor of philosophy in the school of education of Kenyatta University Mon, 01 Dec 2014 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1231 2014-12-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/824 Translanguaging as a class/lecture-room language management strategy in multilingual contexts: Insights from autoethnographic snapshots from Kenya and South Africa Mwaniki, Munene The article explores complementary aspects of two nascent developments in (socio) linguistics, namely translanguaging and language management using auto-ethnographic snapshots from class/lecture-room contexts in Kenya and South Africa. Translanguaging entails recognition of a full account of speakers’ discursive resources, which posits that ‘languages are not sealed units with distinguishable boundaries, nor are they capable of being forced into boxes’. Instead, languages overlap one another in a continuum of discursive resources that are naturally available to multilingual speakers. Language management, on its part, is defined as a paradigm in the sociology and politics of language that seeks to achieve and deepen theoretical adequacy of language policy and planning epistemology and its application(s), especially in multilingual settings, with a view of developing and deploying optimal frameworks and strategies that harness and optimize language resources in society, with the ultimate aim of enlarging people’s choices. In line with an extensive corpus of literature that indicates that translanguaging optimizes linguistic repertoires of interlocutors, especially in multilingual contexts, the discussion argues that this core character of translanguaging aligns it with the epistemic nexus of language management. The discussion tests and validates this core hypothesis through three auto ethnographic snapshots from Kenya and South Africa A research article in Southern African Linguistics and Applied Language Studies Thu, 01 Dec 2016 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/824 2016-12-01T00:00:00Z