Language practices in primary schools [in Nairobi] : the teachers' perspectives

Abstract

ABSTRACT

Otieno, Suzanne Adhiambo. LANGUAGE PRACTICES IN PRIMARY SCHOOLS IN NAIROBI: THE TEACHERS’ PERSPECTIVES. A Pro Gradu Thesis in Special Education, University of Jyväskylä, Department of Educational Sciences, 2010. 84 pages. Unpublished

Literacy is facilitated by the readiness to comprehend fluently written language and this requires accurate and fluent basic reading skills, good mastery of the language to be read and a lot of practice in reading the particular language. Basic reading skills involve the ability to pronounce written words accurately and this requires appropriate teaching instructions in a language most familiar to the pupils. Research has found that learning to read in transparent languages such as Kiswahili is easier than learning to read in English. For this reason the Ministry of Education in Kenya through the Kenya Institute of Education requires that the pupils be taught early reading instruction in a language that is most commonly spoken to them in their local communities. In addition the schools are required to emphasize the use of the language most familiar to the child in the classroom and within the school so as to facilitate better comprehension when learning reading.

In Kenya English is used as the official language of communication and Kiswahili is considered to be the National language. Nairobi being a multilingual province provides a setting where both these languages are used and consequently in the schools opaque and transparent alphabet codes and analytical and synthetic teaching methods collide. The aim of this study was to see whether the practices in the schools reflect the recommendations on language use for early reading instruction and whether the schools encourage the use of the most commonly spoken local language. A questionnaire was distributed to 221 teachers from 30 schools across Nairobi. The teachers were from public, primary and community schools which are the three main categories of schools in Kenya. The teachers were required to answer questions concerning the language of reading instruction, language use in class and outside class within the school as well as give their view on the general performance and preference of the pupils between English and Kiswahili.

The results indicate that there are conflicting practices with regard to language of early reading instruction and language use in the schools which have resulted from both English and Kiswahili being working recognized languages in Kenya. Therefore the schools especially the public and community schools in Nairobi are not able to adapt Kiswahili exclusively for reading instruction as is recommended by the Ministry of education.