Abstract:
The role of education policy is crucial in determining improved access to education as it provides standards that guide educational practice. In Kenya, for instance, language policies provide guidelines on the language to use at the different levels of education with clear guidelines for use of each of the relevant languages: English, Kiswahili and vernaculars. These policies are well-meaning and have far reaching impact on classroom practices. Although some of the policies have promoted achievement in language proficiency, others have not. This paper examines the Kenya national language policies, to determine their impact on English language teaching and learning. In the paper, policy documents and provisions relating to evolution and development of languages of instruction at primary and secondary school levels are analysed. The paper analyses the language policies from the colonial to post-colonial era in Kenya. Language policy in Kenya cannot be addressed without a historical perspective regarding establishment of western education. It is recommended in this paper that there is need for a comprehensive language policy to streamline language use and thereby overcome the confusion that results from contradicting directives relating to language use in Kenya which are issued from time-to-time.
