The paper intends to evaluate the contribution of Kiswahili in the implementation of Mother Tongue Policy in teaching of language in Lower primary. The paper examines language policy documents on the place of Mother Tongue and Kiswahili and noting that Kiswahili has enhanced the teaching and learning of Mother Tongue in the area. The study was guided by the following objectives; to identify the school languages policy pursued by schools in Kilifi County and to determine the challenges faced in the implementation of Mother Tongue policy. Purposive data for the study has been collected from the informants where focus group discussions and interview schedules were administered. The paper concludes that Kenyans need to participate in the promotion of Kiswahili if it is to contribute effectively to the teaching and learning of Mother Tongue.
Table of Contents
1. INTRODUCTION
2. METHODOLOGY
2.1 Research Design
2.2 Area of the study
2.3 Target Population
2.4 Sample and sampling techniques
2.5 Data Collection Methods
2.6 Data Analysis and procedures
3. DATA ANALYSIS AND PRESENTATION
3.1 English and Kiswahili as a mode of communication in school setting
4. DISCUSSION AND FINDINGS
4.1 Language Policy in Schools in Kilifi County
4.2 How the language of Instruction benefits the learners.
4.3 Why teachers do not use Mother Tongue or the language of the catchment area.
4.4 Challenges of implementing the Mother Tongue Policy
4.5 The role of Kiswahili in the implementation of the Mother Tongue policy.
4.6 RECOMMENDATIONS
Research Objectives and Themes
This study evaluates the contribution of Kiswahili in supporting the implementation of the Mother Tongue policy in lower primary education within the cosmopolitan setting of Kilifi North Sub-County, while identifying the systemic challenges and policy gaps in language instruction.
- Language policy implementation in early primary education
- The impact of multilingual environments on instructional language
- Challenges associated with mother tongue-based instruction in diverse communities
- The role of Kiswahili as a facilitator for learning and teaching
- Teacher preparedness and administrative attitudes toward language policies
Excerpt from the Book
4.4 Challenges of implementing the Mother Tongue Policy
Most students in these peri urban schools do not speak the language of the catchment area but instead speak their various ethnic languages, this therefore poses a problem on the implementation of the Mother Tongue policy in this schools because as a teacher one cannot impart knowledge in a language that cannot be understood, it causes language barrier. In addition, most school administrations are reluctant to implement the mother tongue policy with claims of ‘it is retrogressive policy’. To encourage learners to speak in either English or Kiswahili, schools have devised the ‘disk’ method where a student is required to walk with a tag around their neck stating, ‘I am a FOOL I do not speak in English’. This further causes psychological effects on the learners if not handled properly. Moreover, with the recent guideline by the Ministry of Education on ‘Delocalisation’, teachers should not teach in their local areas and instead they are posted in areas further from their areas of origin. This has in turn posed a challenge on the implementation of the language policy because teachers finally find themselves in areas where they cannot communicate in the language of the catchment area and thus resort to either using English or Kiswahili as a language of instruction. Lastly for the parents who insist that their children be taught in English do pose a challenge as well to the implementation of the Mother Tongue policy because as stakeholders they have a say on how and in what manner their children should be taught.
Summary of Chapters
1. INTRODUCTION: Outlines the multilingual context of Kenya and the historical development of the language-in-education policy, highlighting the debate surrounding the use of mother tongue versus official languages.
2. METHODOLOGY: Describes the descriptive survey design, the choice of the peri-urban study area, and the purposive sampling of teachers used to gather data on language policy implementation.
3. DATA ANALYSIS AND PRESENTATION: Presents empirical evidence gathered from educators regarding the frequency and choice of language used for communication within the school environment.
4. DISCUSSION AND FINDINGS: Analyzes the implementation gaps, highlights the benefits and challenges of the current policy, and provides specific recommendations for leveraging Kiswahili to support educational goals.
Keywords
Mother Tongue, Language of Instruction, Language of communication, Kiswahili, Policy Implementation, Primary Education, Multilingualism, Language Policy, Educational Challenges, Teacher Preparedness, Kenya, Kilifi County, School Management, Language Barrier, Pedagogy.
Frequently Asked Questions
What is the core focus of this research paper?
The paper evaluates how Kiswahili contributes to the implementation of the Mother Tongue policy in lower primary schools in Kilifi North Sub-County, Kenya.
What are the central themes discussed in the study?
The study centers on language policy in schools, the efficacy of mother tongue as a medium of instruction, the role of Kiswahili, and the challenges posed by cosmopolitan school environments.
What is the primary objective of this research?
The primary objective is to identify existing language policies in schools, understand their implementation, and determine the obstacles teachers face in using the mother tongue as an instructional tool.
Which research methodology was utilized?
The author employed a descriptive survey design, using questionnaires and structured interview schedules to collect qualitative and quantitative data from primary school teachers.
What is covered in the main body of the work?
The main body covers the design of the research, the analysis of language usage in school settings, a discussion on why mother tongue policies often fail, and recommendations for improving instructional language strategies.
Which specific keywords define this study?
Key terms include Mother Tongue, Language of Instruction, Kiswahili, Policy Implementation, Multilingualism, and Educational Challenges.
How does the "disk" method described in the text impact learners?
The "disk" method, used by schools to discourage non-English speaking, carries significant psychological weight by labeling students who do not speak English as "fools," which the author notes is harmful.
What is the effect of the "Delocalisation" policy mentioned by the author?
The delocalisation of teachers means they are posted away from their home areas, often leaving them unable to speak the mother tongue of their current catchment area, which further complicates the implementation of the Mother Tongue policy.
Why does the author advocate for the increased use of Kiswahili?
The author argues that because Kiswahili is an examinable official language and often acts as a bridge for learners who do not speak the local mother tongue, it serves as a pragmatic solution to language barriers in schools.
- Quote paper
- Dr. Elizabeth Jumwa Munyaya (Author), 2018, The Contribution of Kiswahili in the Implementation of Mother Tongue Policy, Munich, GRIN Verlag, https://www.grin.com/document/516570
