Mother Tongue Education in Primary Teacher Education in Kenya: a Language Management Critique of the Quota System

Mwaniki, Munene

dc.contributor.author	Mwaniki, Munene
dc.date.accessioned	2020-06-03T08:45:44Z
dc.date.available	2020-06-03T08:45:44Z
dc.date.issued	2014
dc.identifier.citation	Multilingual Education, v4 Article 11 2014	en_US
dc.identifier.uri	: https://link.springer.com/content/pdf/10.1186/s13616-014-0011-4.pdf
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/827
dc.description	A research article in Multilingual Education	en_US
dc.description.abstract	Mother tongue education (MTE) has been a subject of rigorous debate for more than half a century, in both industrialized and developing societies. Despite disparate views on MTE, there is an uneasy consensus on its importance in educational systems, especially in the foundational years. Using the Language Management Framework, the article provides a critical appraisal of MTE discourses in relation to primary teacher education and the quota system of student teacher selection and teacher deployment in Kenya. The article argues that from a language management perspective, these two mechanisms are critical in sustaining and promoting MTE in Kenya, and possibly elsewhere	en_US
dc.language.iso	en	en_US
dc.publisher	springer	en_US
dc.subject	African Languages,	en_US
dc.subject	Language of Instruction,	en_US
dc.subject	Teacher Education, ,	en_US
dc.subject	primary School Teachers,	en_US
dc.title	Mother Tongue Education in Primary Teacher Education in Kenya: a Language Management Critique of the Quota System	en_US
dc.type	Article	en_US