Developing Mother Tongues as Academic Languages in Primary Schools in Kenya: Exploring Extent and Indispensability

Autor/inn/en	Mose, Peter N.; Kaschula, Russell H.
Titel	Developing Mother Tongues as Academic Languages in Primary Schools in Kenya: Exploring Extent and Indispensability
Quelle	In: Journal of Language, Identity, and Education, 18 (2019) 5, S.329-342 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaschula, Russell H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1645605
Schlagwörter	Educational Policy; Native Language Instruction; Language of Instruction; African Languages; Foreign Countries; Case Studies; Elementary School Students; Academic Language; Language Usage; Teaching Methods; Classroom Communication; Elementary School Teachers; Teacher Attitudes; Language Attitudes; Language Role; English (Second Language); Second Language Learning; Negative Attitudes; Language Planning; Kenya + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Native language education; Muttersprachlicher Unterricht; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Case study; Fallstudie; Case Study; Academic; Akademiker; Sprache; Wissenschaftssprache; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Negative Fixierung; Sprachwechsel; Kenia
Abstract	The language in education policy in Kenya recommends mother tongue education in primary school learning. The purpose of this study was to explore the development of mother tongues as academic languages at the lower primary section in which the languages are supposed to be used. The exploration was on the functions they play in classroom instruction and if they are dispensable or otherwise. Ekegusii was used as a case study. Data were obtained through classroom observations and administration of semi-structured interviews with lower primary teachers. The findings indicate that mother tongues play important pedagogical functions in grades 1 up to 3, but not exactly as contemplated in the language policy. Secondly, mother tongues are indispensable in classroom teaching in spite of negative attitude towards their use. The study recommends a stakeholders' admission that, against all considerations for early English, mother tongues play an irreplaceable role in lower primary teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01