Abstract:
The essence of language activity area in pre-primary is to develop oral, reading readiness and
writing readiness competencies in order to lay the foundation for language acquisition. The
Competency Based Curriculum advocates for a multilingual approach to language learning focusing
on mother-language, Kiswahili and English in Early Year Education. However, the implementation
of the language curriculum in Pre-primary is still faced with a myriad of challenges in terms of
operationalization. In particular, the objectives focused on teachers’ level of preparedness for
language activity implementation. The study findings show limited teacher preparedness levels
because they have received one Competency Based Curriculum training, however they indicated
that they required frequent capacity building to acquire competence to teach language activities
learning area on Competency Based Curriculum. The study recommends: contextualized teacher in-
service training and professional development, alongside provision of adequate instructional
resources for appropriate implementation of language activities learning area. The findings will aid
Competency Based Curriculum developers in making informed adjustments with regard to teacher
preparation requirements.
