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.
Inhaltsverzeichnis (Table of Contents)
- Abstract
- Introduction
- Methodology
- Research Design
- Area of the study
- Target Population
- Sample and sampling techniques
- Data Collection Methods
- Data Analysis and procedures
- Data Analysis and Presentation
- Discussion and Findings
- Language Policy in Schools in Kilifi County
- How the language of Instruction benefits the learners
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper aims to evaluate Kiswahili's contribution to implementing the Mother Tongue Policy in lower primary education within Kilifi North Sub-County, Kenya. It investigates language policy documents, focusing on the roles of both Mother Tongues and Kiswahili in the teaching and learning process. The study also identifies challenges in implementing the Mother Tongue Policy.
- The role of Kiswahili in teaching and learning in a multilingual context.
- Challenges in implementing the Mother Tongue Policy in Kenya.
- The effectiveness of using Kiswahili as a bridge language in early primary education.
- Language policies in schools within Kilifi County.
- Benefits and drawbacks of different language instruction approaches.
Zusammenfassung der Kapitel (Chapter Summaries)
Introduction: This chapter sets the stage by establishing Kenya's multilingual context and its language-in-education policy. It highlights the ongoing debate surrounding the use of mother tongues versus Kiswahili and English as media of instruction, referencing previous research to contextualize the study's focus on the challenges and benefits of using Kiswahili to support the implementation of the Mother Tongue Policy, particularly in bridging the gap between mother tongues and English. The chapter emphasizes the significance of language policy on educational quality and learner achievement.
Methodology: This section details the research design, a descriptive survey, justifying its choice for collecting data on attitudes and opinions regarding language policies in schools. It outlines the study area (Kilifi North Sub-County), target population (lower primary teachers), sampling technique (purposive sampling of 10 teachers), and data collection methods (structured interviews and questionnaires). The data analysis procedures, involving thematic categorization and presentation of results in tables, are clearly explained.
Data Analysis and Presentation: This chapter presents the findings regarding language policies in Kilifi North Sub-County schools. It focuses on the use of English and Kiswahili as modes of communication, analyzing data from Table 1, which shows the frequency with which teachers observe the use of Kiswahili and Mother Tongues. The discussion connects these findings to existing literature on the debate around the use of African languages as instructional media, referencing the UNESCO Report on African languages.
Discussion and Findings: This chapter synthesizes the study's findings, examining the existing language policy in schools and its implementation. It highlights the discrepancy between the intended Mother Tongue Policy and the actual practice of using English and Kiswahili. It explores the reasons behind the preference for Kiswahili, examining its role as a bridge language and its benefits in facilitating learning and understanding, particularly for students whose first language is not Kiswahili. Examples provided emphasize how Kiswahili bridges the gap between the mother tongue and English in teaching concepts.
Schlüsselwörter (Keywords)
Mother Tongue, Kiswahili, Language Policy, Language of Instruction, Multilingual Education, Kenya, Kilifi County, Early Primary Education, Language Acquisition, Bridge Language.
Frequently Asked Questions: Evaluation of Kiswahili's Contribution to Implementing the Mother Tongue Policy in Lower Primary Education
What is the main topic of this research paper?
The paper evaluates Kiswahili's role in implementing Kenya's Mother Tongue Policy in lower primary education within Kilifi North Sub-County. It examines language policy documents, the roles of mother tongues and Kiswahili in teaching and learning, and challenges in policy implementation.
What are the key objectives of the study?
The study aims to determine Kiswahili's contribution to the Mother Tongue Policy, investigate its role in teaching and learning within a multilingual context, identify challenges in implementing the Mother Tongue Policy in Kenya, and assess Kiswahili's effectiveness as a bridge language in early primary education. It also examines language policies in Kilifi County schools and the benefits and drawbacks of different language instruction approaches.
What methodology was used in this research?
The research employed a descriptive survey design. The study area was Kilifi North Sub-County, with a target population of lower primary teachers. Purposive sampling selected 10 teachers. Data was collected using structured interviews and questionnaires. Data analysis involved thematic categorization and presentation in tables.
What are the key findings of the study regarding language policy implementation?
The study found a discrepancy between the intended Mother Tongue Policy and actual practice, with English and Kiswahili frequently used. It highlighted Kiswahili's role as a bridge language, facilitating learning and understanding for students whose first language isn't Kiswahili or English. The findings analyzed data on the frequency of Kiswahili and mother tongue use in schools, referencing the UNESCO Report on African languages.
What are the key themes explored in the research?
Key themes include the role of Kiswahili in teaching and learning in a multilingual setting, challenges in implementing the Mother Tongue Policy, the effectiveness of Kiswahili as a bridge language, language policies in Kilifi County schools, and the benefits and drawbacks of various language instruction approaches.
What is the structure of the research paper?
The paper includes an abstract, introduction, methodology section (covering research design, study area, target population, sampling, data collection, and analysis), data analysis and presentation, discussion and findings (including specific sections on language policy in Kilifi County schools and the benefits of the language of instruction), and a conclusion. Keywords are also provided.
What are the main challenges identified in implementing the Mother Tongue Policy?
While the paper doesn't explicitly list all challenges, it highlights the discrepancy between the intended policy and actual practice, indicating a preference for Kiswahili and English over mother tongues. Further investigation into the reasons behind this preference and the challenges related to this discrepancy is a core aspect of the research.
What is the significance of Kiswahili in this context?
Kiswahili plays a crucial role as a bridge language, facilitating learning and understanding for students whose first language is neither Kiswahili nor English. The study investigates its effectiveness in bridging the gap between mother tongues and English in teaching various concepts.
What data sources were used in this research?
Data was collected through structured interviews and questionnaires administered to a sample of 10 lower primary teachers in Kilifi North Sub-County.
Where was this research conducted?
The research was conducted in Kilifi North Sub-County, Kenya.
- Arbeit zitieren
- Dr. Elizabeth Jumwa Munyaya (Autor:in), 2018, The Contribution of Kiswahili in the Implementation of Mother Tongue Policy, München, GRIN Verlag, https://www.hausarbeiten.de/document/516570
