Influence of mother tongue and culture on the teaching and learning of English language: a study of primary day schools in Isukha of western Kenya

Abstract

The study set out to investigate the influence of mother tongue and culture on the teaching and learning of English as a second language in primary day schools among the Isukha of western Kenya. It sought to identify the linguistic and cultural challenges facing the teaching of English and establish the effect of instructional methods. The study aimed at examining how the Isukha language and culture as reflected in its people‟s character, values and customs; their artistic endeavours and how they educate their children, affects the teaching and learning of English language in primary schools. The objectives of the study were to identify the linguistic and cultural challenges facing the teaching and learning of English language in primary day schools; establish the influence of instructional methods on the teaching and learning of English; identify the factors that hinder proficiency in English language in primary day schools among the Isukha. Systematic random and purposive sampling techniques were employed to select the study sample. The study sample comprised 20 mixed primary day schools selected through systematic random sampling from a total of 60 schools. 100 teachers of English selected through purposive sampling technique participated in the study. The study employed multidisciplinary approaches of quantitative and qualitative research methods. Data for the study was obtained from the teachers of English in primary day schools through interview schedule, self-administered questionnaire, as well as general observation. Data was analyzed using descriptive statistics. The study findings revealed that a child‟s first language and culture have educational value and role in formal education. Mother tongue is beneficial to a child‟s mental growth, personal development and educational progress. It was found out that pupils perform more successfully when instructional strategies acknowledge, respect and build upon the language and culture of the home. The study recommends that there is need to provide a greater and swifter move towards strengthening mother tongue education in order to create a solid literacy base for later education in English.