Role Of School Language Policies In Enhancing Teaching And Learning Of Kiswahili In Wajir East Sub-County, Wajir County-Kenya

Abstract

The present study was carried out to focus on the role of language policies in enhancing teaching and learning of Kiswahili in Wajir East Sub-County. The research study was guided by the following objectives: to establish school language policies pursued by schools in Wajir East Sub-County, to determine the role of teachers and students in implementation of school language policies, to assess the attitude of students towards school language policies and finally to determine challenges faced in implementation of school language policies. The study was guided by Corpus theory on language planning and status theory on language in educational planning. A survey research design was used in this study. A sample of 8 schools with 200 students and 30 teachers of Kiswahili were drawn. Purposive sampling was carried out in selecting schools for study within Wajir East Sub-County. Principals and heads of language departments from the sampled schools were purposefully included in the study. Random sampling technique was used in selecting students for the study. Observation, content analysis, interview and questionnaires were used to collect data. Validity of research instruments was achieved through simplifying the test items to capture objectives under investigation and consultations with the two supervisors who assessed their relevance and suitability in the study. Reliability of the instruments was determined through Spearman’s brown formula with the “r” value of 0.89. The findings were then presented through tabulation. Qualitative data was coded, analyzed into themes, categories and patterns relevant to the study through statistical package for social sciences (SPSS), and then results presented using tables and pie-charts. The research found out that, schools had language policies in place though not implemented to a large extent; since most learners and teachers often communicated in their first language and in English. The study also revealed that, schools that had implemented language policies performed better in Kiswahili examinations as compared to those that did not implement such policies. The study recommended the following: School authorities should ensure that language policies adopted are properly enforced so as not to alienate or disadvantage other languages. Language policies in all schools should be stream lined and measures put in place to address the usage of sheng and vernacular in schools. Kiswahili teachers should inculcate interest in their student toward Kiswahili by encouraging them to study the subject by rewarding those perform well in the subject. School administrators should be committed to implementation of language policies through constant and proper funding of language activities such as symposiums and printing of articles written by learners in school magazines. In this way, the morale of learners is boosted and thereby; inculcating positive attitude towards the subject by learners.