Open AccessTATHMINI YA LUGHA YA KUFUNDISHIA KUANZIA SHULE ZA CHEKECHEA HADI DARASA LA TATU NCHINI KENYA
Author(s) -
Leonard Chacha,
Judy Onyancha
Publication year - 2018
Publication title -
chemchemi
Language(s) - English
Resource type - Journals
eISSN - 2663-0826
pISSN - 1563-1028
DOI - 10.33886/cijhs.v10i2.3
Subject(s) - formative assessment , independence (probability theory) , medium of instruction , class (philosophy) , mathematics education , politics , political science , pedagogy , sociology , psychology , computer science , mathematics , artificial intelligence , law , statistics
The question of which language should be used as a medium of instruction from nursery school to class three in primary schools has been a topic of discussion in Kenya since the 1960’s. It has been proposed that the language of instruction at those levels of education be the language of the catchment area or Kiswahili in cosmopolitan areas. Language learning theories backed by research indicate that the use of local languages (first language) as a medium of instruction in the formative years of the child makes them understand faster what is being taught. This is because language is no longer a barrier in the learning. Examples given of developed countries indicate that these countries have prospered because they used local languages in their education systems. This paper revisits this issue 51 years after the nation of Kenya got its independence and having undergone several socio-political changes. The paper analyzes the current situation in Kenya today and gives recommendations on how best that policy can be implemented in the changed circumstances.