Abstract:
This paper is an examination of the challenges faced in implementing Kenya’s language-in education policy, which advocates mother tongue-based learning. This policy has the potential to make primary education contextually located and locally accessible, particularly to ethnic minorities and marginalized groups, improving the reach and quality of education.It is however not widely practiced. Using a literature review, ethnographic studies, research findings and interviews with linguists and sociologists, this paper argues for greater resource allocation, political will and clearer policy objectives to achieve the aims of an effective mother tongue-based education system in Kenya.
