Whatever the Law Says: Language Policy Implementation and Early-Grade Literacy Achievement in Kenya

Autor/inn/en	Trudell, Barbara; Piper, Benjamin
Titel	Whatever the Law Says: Language Policy Implementation and Early-Grade Literacy Achievement in Kenya
Quelle	In: Current Issues in Language Planning, 15 (2014) 1, S.4-21 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2013.856985
Schlagwörter	Foreign Countries; Language Planning; Educational Policy; Literacy Education; Elementary School Students; Correlation; African Languages; Native Language; Language of Instruction; Academic Achievement; Multilingualism; Cross Cultural Studies; Case Studies; English (Second Language); Second Language Learning; Conflict; Reading Tests; Teaching Methods; Predictor Variables; Socioeconomic Influences; Kenya; Uganda + Suchen Sie Ihr Suchwort? Ausland; Sprachwechsel; Politics of education; Bildungspolitik; Korrelation; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Schulleistung; Mehrsprachigkeit; Multilingualismus; Cultural comparison; Kulturvergleich; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Konflikt; Lesetest; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor; Sozioökonomischer Faktor; Kenia
Abstract	Language policy is generally seen as a national-level decision regarding which languages the state will support, and in which public domains. However, the reality is that language policy plays out at regional and local levels as well. In fact, it could be argued that the most important instantiations of language policy are those which directly determine local-language behaviors in institutions such as schools, government and civil society. Using data drawn from Kenya, this article examines the formulation and implementation of language policy as it plays out in the primary classroom environment. The relationships between language policy implementation at the classroom level and students' early literacy outcomes are explored, giving insight into how the degree of adherence to language policy in the classroom intersects with student achievement. The article presents findings using language use as a predictor, school and student-level economic status as control variables and student achievement as the outcomes. The country-level differences in language policy implementation between Kenya and Uganda, and the impact of those differences on student achievement in the two countries, are also examined. The article has implications for the establishment of a learning environment in the multi-language primary classroom, and demonstrates the extent to which choices about language policy implementation can present a serious challenge to effective education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10