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Dissertations / Theses on the topic 'Kenyan English'
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McGarry, Theresa, and Martha Michieka. "Responsibility in Letters to the Editor in Sri Lankan and Kenyan Englishes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5468.
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Barasa, Lwagula Peter. "English language teaching in the Kenyan secondary school : policy, training and practice." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5382.
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Njoroge, Kimani wa'. "The acquisition of six morpho-syntactic structures of English by Kenyan school children." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/19197.
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McGarry, Theresa, and Martha Michieka. "Let Us Plead With Our Government: Rights, Responsibilities, and the First-Person Plural in Letters to the Editor in Sri Lankan and Kenyan Englishes." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5469.
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Mwangi, Serah [Verfasser]. "Prepositions in Kenyan English : A Corpus-Based Study in Lexico-Grammatical Variation / Serah Mwangi." Aachen : Shaker, 2003. http://d-nb.info/1181601770/34.
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Muteru, Leah Nyawira. "Parental participation in English state schools : the case for Kenyan Points Based System (PBS) immigrants." Thesis, University of Reading, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701641.
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This research aims to capture the struggles and triumphs of a small group of skilled Kenyan workers who migrate to the UK for the purposes of work and are accompanied by their children, aged 10 years or older. To try and gain a better understanding of Kenyan Points Based System (PBS) immigrant parents' experiences of participating in their child's school, a systematic qualitative enquiry exploring the experiences of 15 Kenyan PBS households through in-depth interviews and focus groups was carried out. The participants were drawn from one borough in London. The main findings of this research are that positive relationships with their children' s' schools led to more formal and informal involvement at school by the PBS parents and more academic success for their Kenyan children. Negative relationships led to children failing to achieve expected academic success or, their parents withdrawing children from UK state schools, moving them into Independent schools or, sending the children back to Kenya to continue with their studies: However, Kenyan PBS parents' social capital both in the UK and in Kenya seemed to be an important influence in determining participation in schools, with parents that had strong social capital and ties within the UK leading to more participation in UK state schools while high social capital and ties in Kenya and not the UK led to non-participation in the UK state schools. This suggests that relationships within the destination country are important for PB migrant families for attenuating feelings of exclusion and supporting to the educational success of PBS children. This study recommends that schools and teachers in the UK should do more to assist newly arrived PBS immigrants forge valuable social capital, and in collaboration with work sponsors enable PBS have a platform to effectively support their children through involvement at school.
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Lugendo, Dorine June Munaba. "Scaffolded assistance in Kenyan secondary school classrooms : the case of Maseno University student teachers of English." Thesis, University of Newcastle upon Tyne, 2014. http://hdl.handle.net/10443/2714.
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The thesis furthers understanding of sociocultural perspectives on teaching and learning by investigating the process of scaffolding in whole class interactions among pre-service teachers of English in the Kenyan secondary school context. While the linguistic features of scaffolding have been previously investigated, the research, most commonly undertaken in Western contexts such as Europe or North America, often assumes the availability of physical tools and artefacts, technological equipment and class sizes more commonly found in such contexts. This study provides insight into the linguistic features of scaffolding in a non-Western context where such resources are uncommonly available to teachers working with much larger classes. Further, this thesis provides insight into some of the factors limiting the practice of scaffolding as a social process of teaching English and proposes some ways of improving the use of scaffolding in terms of the pedagogy of teaching English in the Kenyan context. A qualitative embedded case study design was employed using the case of Maseno University student teachers of English, during their teaching practicum in schools. Research data comprised of: 17 video-recorded English lessons; a selection of Maseno University teacher education documents relevant to the student teachers’ education; and an interview with a Maseno University English teaching lecturer. A microanalysis of teacher discourse moves in 11 interactive episodes, labelled as learner-centred were compared with examples of the far more commonly found teacher-led episodes to reveal and understand the scaffolding strategies used by student teachers to assist learner’s learning of English. A sociocultural analysis of Kenyan secondary school classroom environments, together with a content analysis of the course documents and key themes identified in the interview provided information on the background factors affecting the manner in which scaffolding is practiced in Kenyan classrooms. The findings show that scaffolded assistance in the Kenyan context is characteristically achieved by teacher-learner interactions in whole-class activity. The learner-centred episodes revealed that in response to learner needs, student teachers guide interactions and create dialogic spaces for learner participation in joint and productive problem solving by contingently using discourse strategies. The discoursal strategies found fall under five key mechanisms of assistance namely: collaboration, modelling, questioning, feedback and instructing. Challenges such as: the culture of teaching and learning in Kenya; an incoherence iii between the teacher education syllabi and the prescribed syllabus for learning English in secondary schools; large class sizes and the scarcity of teaching resources were found to have a genuine impact on the use of pedagogical approaches encouraging learner-centred scaffolding. Moreover, student teachers’ understanding of the practice of scaffolding as a process of teaching was also hindered by the lack of theoretical or pedagogical foundation work in relation to a sociocultural approach to learning in the language teacher education curriculum. The findings imply a relationship between the education culture and language as mediational tools in different contexts and therefore the need for a context driven approach to the adoption and application of sociocultural theory in different teaching and learning contexts. Furthermore, it suggests that employing a sociocultural perspective to guide the policy and practice of teacher education could support improved quality in the teaching of English in Kenya. This thesis also presents ways forward for this complex task in educational contexts with large classes, limited physical resources, and a prescribed curriculum, such as Kenya.
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Boberg, Per. "A Corpus Study of the Mandative Subjunctive in Indian and East African English." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-607.
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This corpus study discusses the subjunctive construction in mandative sentences in East
African and Indian English. Data taken from the East African ICE-EA corpus and the Indian
Kolhapur corpus are compared to previous studies about American English and British
English, mainly by Hundt (1998) and Johansson & Norheim (1988). Subjunctive, indicative
and modal periphrastic constructions are identified and examined.
The conclusion of this study is that the subjunctive construction in mandative sentences is
more common in Indian and East African English than in British English.
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Ingonga, L. I. "A task based language awareness approach to teaching English grammar in Kenyan secondary schools : an exploratory study." Thesis, University of Birmingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508927.
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Gathumbi, Agnes M. W. "Verbal discourse events in a bilingual formal setting : instructional procedures in ESL classrooms in Kenyan secondary schools." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283739.
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Rowe, Julisa. "A guide to ethnodramatology developing culturally appropriate drama in cross-cultural Christian communication : a comparative study of the dramas of Kenya, India and the United States /." Theological Research Exchange Network (TREN), 2004. http://www.tren.com.
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Karlsson, Therése, and Hanna Lawrence. "English as a Second Language for Kenyan Children in Primary School : A Trial of the Spoken Language Assessment Profile – Revised Edition." Thesis, Linköpings universitet, Institutionen för klinisk och experimentell medicin, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119193.
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Sub-Saharan Africa is a multilingual environment and there is a lack of materials available for speech and language assessment in this area (Hartley & Krämer, 2013). The norms for assessment material cannot be used for both monolinguals and bilinguals, since bilinguals may have different levels of knowledge in their languages (Kohnert, 2010). The Spoken Language Assessment Profile – Revised edition (SLAP-R) is an assessment that can be used to evaluate English as a second language (ESL) in Sub-Saharan Africa. The purpose of this instrument is an attempt to fill the gap of suitable speech and language assessment tools that can be used for all those involved in setting up clinics, schools or speech and language assessment tools (Hartley & Krämer, 2013). The aim of the present study was to assess English as a second language for Kenyan children in primary school based on their result on the SLAP-R. The present study consisted of 68 participants with reported typically developed language and hearing that attended first or second grade in a public school in western Kenya. All participants were between six and nine years old, had a Bantu language as their first language and had been exposed to English for less than one year up to eight years. They had also attended preschool at their current school. The independent variables in the present study were grade, age and exposure to English. SLAP-R consists of six subtests that test expressive and receptive phonology, semantics and grammar. These parts constituted the dependent variables. In addition there is a part called ultimate expressive language skill (UELS) that consists of picture sequences where the participant should tell a story of what is happening in the pictures. The result indicated that grade had the largest effect on the participant’s performance in English as a second language. Grade two had significantly higher results regarding receptive phonology as well as expressive and receptive semantics and grammar than the participants in grade one. Most of the incorrect answers were made in the subtest expressive grammar. These answers were mainly incorrect due to other reasons than an answer in Kiswahili.Sub-Sahara Afrika är en flerspråkig miljö och det finns en brist på material för tal- och språkbedömningar inom detta område (Hartley & Krämer, 2013). Normerna för ett bedömningsinstrument kan inte användas för både enspråkiga och tvåspråkiga barn, eftersom tvåspråkiga barn kan ha varierande kunskapsnivåer inom språken (Kohnert, 2010). Spoken Language Assessment Profile – Revised edition (SLAP-R) är ett bedömningsmaterial som är avsett att utvärdera engelska som andraspråk i Sub-Sahara Afrika. Syftet med detta instrument är att försöka fylla tomrummet av lämpliga tal- och språkbedömningsmaterial som kan användas av samtliga inblandade vid att starta upp kliniker, skolor eller logopedmottagningar (Hartley & Krämer, 2013). Syftet med föreliggande studie var att undersöka engelska som andraspråk för Kenyanska barn i grundskolan baserat på deras resultat i SLAP-R. Föreliggande studie bestod av 68 deltagare med rapporterad typisk hörsel och språkutveckling som gick i klass ett eller två i en kommunal skola i västra Kenya. Alla deltagarna var mellan sex och nio år, hade ett bantuspråk som förstaspråk och hade exponerats till engelska i mindre än ett år upp till åtta år. De hade även gått i den förskolan som tillhörde deras nuvarande skola. De oberoende variablerna i föreliggande studie var klass, ålder och exponeringstid till engelska. SLAP-R består av sex deltest som testar expressiv och receptiv fonologi, semantik och grammatik. De här delarna utgör de beroende variablerna. Det finns ytterligare en del som kallas för ultimate expressive language skill (UELS) som består av sekvensbilder där deltagaren ska berätta en historia om vad som händer på bilderna. Resultatet indikerade att klass var variabeln som hade störst inverkan på deltagarnas prestationer i engelska som andraspråk. Klass två hade signifikant högre resultat gällande receptiv fonologi, såväl som expressiv och receptiv semantik och grammatik än deltagarna i klass ett. De flesta felsvaren gjordes i deltestet expressiv grammatik och var i huvudsak på grund av andra skäl än svar på kiswahili.
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Mdaka, Sibizwa Solomzi. "A comparative study of ideology and aesthetics in the novels of selected South African isiXhosa-language writers and Kenyan African authors in English." Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11033.
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Includes bibliography.Although scholars such as Gerard (1981) and Perera (1991) have long been advocating the creation and adoption of a comparative methodology for the study of African literature, little scholarly effort has thus far been exerted to establish such a methodology. This study aims to make a small contribution in this direction by elaborating an appropriate comparative method and demonstrating its efficacy by applying it in the comparative assessment of ideology and aesthetics in South African isiXhosa-language novels and Kenyan African novels in English. The authors chosen for this purpose are Ngugi wa Thiong'o and Meja Mwangi from Kenya, and A.C. Jordan, P.T. Mtuze and R Siyongwana from South Africa. The methodology is grounded in the materialist ideological analysis of the Marxist theorist Frederic Jameson. It incorporates a strong emphasis on characterisation and rhetoric, drawing on Classical European and African oral tradition. In eschewing altogether the modernist and postmodernist European literary paradigms, it seeks to synthesize a critical approach consonant with certain core principles of African culture, including a respect for the heroic idiom and a firm belief in the ethical and socially instructive value of art.
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Helander, Elisabet Maria Erika. "The influence of Chinese news in English on mass media in Sub-Saharan Africa: a case study of Kenyan and South African journalism and media content." HKBU Institutional Repository, 2017. https://repository.hkbu.edu.hk/etd_oa/408.
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This thesis conciders the conditions for news reporting in two post-authoritarian African nations, and places focus on Chinese media’s influence on the local journalism and media system. The question of how much influence China’s international media has in Africa, has been brought up by communication scholars, but not yet empirically studied. Based on a theoretical framework of how the structure of the media system dictates the practice of journalism, this research enquiry scrutinises the mass media coverage and framing of the news that involves Chinese engagements in Africa. The research question concerns whether China’s investment efforts in the area of media, culture and education have discernible impact on journalism and mass media content in Kenya and South Africa. The context which gives rise to the research question consists of a collection of sometimes instrumentalist literature, describing the nature and the intention of China’s expanding engagement in Africa, as well as an academic debate about what consequences the relationship has for social and political development in African countries. In such debates it has been discussed whether the Chinese commercial investments or direct aid is benefitting social justice in Africa or rather serve to widen existing inequalities. It is in this debate assumed that while Western countries have, since the end of the Cold War, promoted a democratic development model on the African continent, China is currently advertising an alternative model for development. However, there has not been any study to date, which tests this assumption. This study was conducted to gather empirical evidence for a better understanding of the scope and implications of Chinese international media and cultural exchange in Africa. The research is based on interviews with media practitioners who worked for Kenyan and South African media organisations, and content analysis of newspaper articles in the respective countries. The methodological approach forms two separate parts, which both help to answer the research question. By triangulation of the results from the two-pronged study, some significant findings have been drawn. The media practitioners in the majority display a critical view towards Chinese international media as source of information and forum for debate. The result of the content analysis indicates that any influence of China’s international media on local reporting is limited to certain publications, depending on media funding, ownership, and relation to the government.
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Ndlovu, Isaac. "An examination of prison, criminality and power in selected contemporary Kenyan and South African narratives." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5159.
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Thesis (PhD (English))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This thesis undertakes a comparative examination of South African and Kenyan auto/biographical narratives of crime and imprisonment. Although some attention is paid to narratives of political imprisonment, the study focuses primarily on autobiographical accounts by criminals, confessional narratives, popular fiction about crime and prison experience, and journalistic accounts of prison life. There is very little critical work at this moment that refers to these forms of prison writing in South Africa and Kenya. Popular prison narratives and to a certain extent the autobiographical in general are characterised by an under-theorised dialecticism. As academic concepts, both the popular and the autobiographical form are characterised by an unstable duality. While the popular has been theorised as being both a field of resistance to power and of consent to its demands, the autobiographical occupies a similar precariously divided position, in this case between fact and fiction, a place where the „I‟ that narrates is simultaneously the subject and object of the narrative. In examining an eclectic body of texts that share the prison as common denominator, my study problematises the tension between self and world, popular and canonical, political and criminal, factual and fictional. In both settings, South Africa and Kenya, the prison as a material and discursive space does not only mirror society but effects shifts and changes in society, and becomes a space of dynamic adaptation and also a locus that disturbs certain hegemonic relations. The way in which the experience of prison opens up to a fundamentally unsettling ambiguity resonates with the ambivalence that characterises both autobiography as genre and the popular as a theoretical concept. My thesis argues that during the entire historical period covered by the narratives that I examine there is a certain excess that attends on the social production of criminality and the practice of imprisonment, both as material realities and as discursive concepts, which allows them to have a haunting effect both on individuals‟ notions of „the self‟ and the constitution of national identities and nationhoods. I argue that the distinction between the colonial and the postcolonial prison is hazy. Therefore a comparative study of Kenyan and South African prison literature helps us understand how modern prisons and notions of criminality in contemporary Africa are intertwined with the broad European colonial project, reflecting larger issues of state power and control over the populace. In relation to South Africa, my study begins with Ruth First‟s 117 Days (1963), and makes a selection of other prisons narratives throughout the apartheid era up to the post-apartheid period which was ushered in by Mandela‟s Long Walk to Freedom (1994). Moving beyond Mandela, I examine other forms of South African crime and prison narratives which have emerged since the publication of Pumla Gobodo-Madikizela‟s A Human Being Died that Night (2003) and Jonny Steinberg‟s The Number (2004). In Kenya, I begin with Ngugi wa Thiongo‟s Detained (1981). I then focus on popular narratives of crime and imprisonment which began with the publication of John Kiriamiti‟s My Life in Crime (1984) up to the first decade of the 21st century, marked yet again by the publication of Kiriamiti‟s My Life in Prison (2004). Besides Kiriamiti‟s two narratives, the other Kenyan texts which I examine are John Kiggia Kimani‟s Life and Times of a Bank Robber (1988) and Prison is not a Holiday Camp (1994), Benjamin Garth Bundeh‟s Birds of Kamiti (1991), and Charles Githae‟s, Comrade Inmate (1994).
AFRIKAANSE OPSOMMING: My proefskrif onderneem ‟n vergelykende studie van Suid-Afrikaanse en Keniaanse auto/biografiese narratiewe van misdaad en gevangeneskap. Hoewel aandag tot ‟n mate geskenk word aan verhale van politieke gevangeneskap, is die primêre fokus van die studie eerder op autobiografiese narratiewe deur misdadigers, konfessionele narratiewe, populêre fiksie met betrekking tot misdaad en gevangenis-ondervindinge, sowel as joernalistieke verslae oor gevangenes se lewens agter tralies. Min kritiese werk is tot dusver in verband met hierdie vorme van gevangenis-narratiewe in Suid-Afrika en Kenia gedoen. Populêre prisoniers-narratiewe, en tot ‟n mate autobiografieë oor die algemeen, word deur ‟n onder-geteoriseerde dialektisisme gekenmerk. As akademiese konsepte word beide die populêre en die autobiografiese vorme deur ‟n onstabiele dualisme gekenmerk. Terwyl die populêre tipe geteoretiseer word as sowel ‟n vorm van weerstand teen mag as van toegee daaraan, word aan die autobiografiese tipe ‟n soortgelyke onstabiele, verdeelde rol toegeskryf – in hierdie geval, tussen feitelikheid en fiksie, ‟n plek waar die “ek” wat vertel terselfdertyd die subjek en objek van die verhaal is. Deur middel van ‟n eklektiese versameling van tekste wat die gevangenis as verwysingspunt deel, problematiseer my verhandeling die spanning tussen self en wêreld, die populêre en die gekanoniseerde, die politieke en die kriminele, die feitelike en die fiktiewe. In beide kontekste, Suid-Afrika en Kenia, weerspieël die gevangenis as diskursiewe spasie nie alleenlik die gemeenskapsomgewing nie, maar veroorsaak dit ook veranderings en verskuiwings in die gemeenskap – sodoende word die gevangenis self ‟n ruimte van dinamiese verandering en ‟n plek wat sekere hegemoniese verhoudings versteur. Die manier waarop die ondervinding van gevangeneskap lei tot ‟n fundamentele versteurende dubbelsinningheid resoneer met die dubbelsinnigheid wat beide die autobiografiese as genre en die populêre as teoretiese konsep karakteriseer. My tesis voer aan dat, gedurende die ganse historiese tydperk wat gedek word deur die narratiewe wat ek hier betrag, daar ‟n sekere oormaat is wat die sosiale produksie van misdaad en die toepassing van gevangesetting begelei, beide as stoflike werklikhede en as diskursiewe konsepte, wat hulle toelaat om ‟n kwellende effek uit te oefen beide of individuele mense se sin van „self‟ en die samestelling van nasionale identiteite en nasionaliteite. Ek voer aan dat die onderskeid tussen die koloniale en die postkoloniale gevangenis onduidelik is, en dat ‟n vergelykende studie van Keniaanse en Suid-Afrikaanse gevangenes-narratiewe ons dus help om te verstaan hoe moderne tronke en idees oor misdaad in Afrika deureengevleg is met die breë Europese koloniale projek, en groter kwessies van staatsmag en beheer oor die bevolking weerspieël. In Suid Afrika begin my studie met Ruth First se 117 Days (1963), en maak dan ‟n seleksie van ander gevangenes-narratiewe van die apartheid-era tot en met die post-apartheid oomblik wat deur Mandela se Long Walk to Freedom ingelui word. Ek vestig dan my aandag op ander vorme van Suid-Afrikaanse misdaad- en gevangenes-narratiewe wat sedert die publikasie van Pumla Gobodo-Madikizela se A Human Being Died that Night (2003) en Jonny Steinberg se The Number (2004) verskyn het. In Kenia begin ek met Ngugi wa Thiongo se Detained (1981), en kyk dan ten slotte na populêre narratiewe van misdaad en gevangeneskap wat hulle aanvang vind met die publikasie van John Kiriamiti se My Life in Crime (1984) tot en met die eerste dekade van die 21ste eeu, nogmaals gemerk deur die publikasie van Kiriamiti se My Life in Prison (2004).
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Nyagah, Judith W. "The acquisition of initial English consonant clusters by Kikuyu children." Thesis, University of Reading, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307002.
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Khasandi-Telewa, Vicky. "English is must to us : languages and education in Kakuma Refugee Camp, Kenya." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2408/.
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This thesis explores the interaction between context and attitude in the languagein- education experiences of multilingual refugees in Kakuma Refugee Camp in Northern Kenya, East Africa. The aim was to discover how they respond to policy and practice in language-in-education and the macro-societal influences that affect their attitudes. I wanted to find out the realities the refugee learners face as a corollary of the policy and practice, and their responses towards these realities. I used an approach based on Critical Ethnography to collect and analyse the data. This generated a diversity of data, allowing for triangulation. I drew on several theoretical frameworks to explore the diverse themes emerging from the data: Cummins' (2000) Transformative Pedagogy, Phillipson's (1992, 1999) Linguistic Imperialism, and Kachru's (1983, 1994) World Englishes. I found that the provision of language education for the refugees follows the mainstream Kenyan policy, a relic of colonialism, whereby English is the medium of instruction from Class Four onwards. Mother tongues or Swahili may, in theory, be used for the lower classes but the practice is often not so. Many refugees have a love-hate relationship with English. They find it hard to master, yet like it as a passport to resettlement, jobs and further education. A few appreciate Swahili but many ofthe Sudanese find it burdensome and unnecessary. Arabic, French and Mother tongues are both appreciated and disliked, but most find their usefulness reduced. The learners face harsh realities, as most not only have to learn the new languages but also have them used as media of instruction. They devise a range of strategies to respond to these realities, for instance, making their way into English Language support classes even if by trickery .and impersonation. This study seeks to contribute to the research literature by exploring how context and attitude affect each other in the education of learners in the temporary setting of a refugee camp.
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Kurgatt, Kibiwott P. "An investigation into ESL students' academic writing needs : the case of agriculture students in Egerton University, Kenya." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/2543/.
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This research is aimed at establishing academic writing needs of first year undergraduate agriculture students in an English as a Second Language context. The research was motivated by the need to design subject-specific teaching materials for the Communication Skills (CS) course in one of the Kenyan universities. The study was informed by concepts of discourse communities, audience expectations and language use from social construction theory, and insights from the principles of needs analysis and genre research in ESP. These concepts were used to develop a conceptual framework for pinpointing the writing requirements within the terms of the institutional culture. Research methods used included questionnaire surveys and investigation of institutional documents. An analysis was also done of samples of students' actual writing to determine their linguistic and communicative competence. The results of the study indicate that in the first year, students do not study one discipline called 'agriculture'. Instead, they study a wide range of courses half of which consist of basic courses in the sciences from which specific disciplinary requirements can be distinguished. It was also established that students are expected to produce an extensive variety of types of written work all of which are assessed and account for their final grades. The research also shows that students' proficiency in writing in content areas is limited and that they lack awareness of the conventions of scientific writing. There is also evidence that students do not always appreciate the nature of the tasks they are asked to undertake or the audience addressed.
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Ong, Ondo Charles Ochieng. "Pedagogical practice and support of English language student teachers during the practicum in Kenya." Thesis, University of Leeds, 2009. http://etheses.whiterose.ac.uk/2156/.
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This study is an analysis of pedagogical practice and support of English language student teachers during a practicum (teaching practice) in Kenya with a view to discerning what they learnt and the issues that influenced such learning. The study was conducted against a background of calls for research that could provide information for reform of teacher education in general and English language teacher education (ELTE) in particular. The practicum is recognised as an important aspect of all professional learning and is part of most teacher education programmes all over the world. Yet, my literature review revealed that very little research exists in this area, more so in ELTE. Of the previous studies on teaching practice (TP), very few are from developing countries and certainly none (that I know of) in Kenya. This was an interpretive qualitative case study involving seventeen participants - six student teachers, six teacher educators and five cooperating teachers. Data was generated through semi-structured interviews, observations and analysis of relevant documents. The findings generally show that the English language student teachers' practice was mainly focused on surviving the practicum and getting the desired grades to enable them graduate successfully. Consequently, though they learnt some procedural pedagogical knowledge, they were not supported to develop pedagogical reasoning, which is supposed to be the main goal of TP. Some of the issues that influenced teacher learning in this manner were: a weak link between coursework at university and practice in schools, the lack of a clear definition of the parameters of practice and inappropriate conceptualisation of support. My study contributes to the field of ELTE by qualitatively analysing the experiences of all the key participants during one TP session and exploring the question of what the student teachers actually learn during their placements, in a more holistic manner than has featured in most previous research on TP in the field. My study also supports some earlier studies that had similar findings on some aspects of TP; for example, that student teacher learning is only effective during the practicum if there is coordination between all the partners on ELTE. I believe the findings of my study are relevant to TP in other subjects in Kenya, and also other Anglophone African countries where the system of the practicum is generally quite similar.
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Lumala, Peter F. Masibo. "Towards the reader-text interactive approach to teaching imaginative texts : the case for the integrated English curriculum in Kenya." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/11406/.
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In this thesis the concept of Interactive Approach (IA) to the teaching and learning of imaginative texts and language is addressed in the English as a Second Language (ESL) context. As the title suggests the focus of the study was the Integrated English Curriculum (IEC) in Kenya. Although this curriculum was introduced twenty years ago, little has been done to bring about the envisaged integration between the English language and literature at the classroom level. The first chapter describes the background to and the rationale for the study. The second chapter addresses the research setting and explains the current English curriculum in Kenyan secondary schools. The related literature is reviewed in chapter 3 with a special focus on the pedagogical relationship between language and literature and the case for or against integrating the two components. In chapter 4, the methods used during data collection and analysis are presented. The findings of the study as described in chapter 5 affirm that there is the continued use of Traditional Approach (TA) to teaching imaginative texts despite the IEC being in place. This was found to be attributable to the lack of relevant training and the overwhelming focus on examinations by the education system as results from teachers show. The use of the proposed Reader - Text Interactive Approach (RTIA) was positively received by learners as shown by their responses to the interactive exercises. On the basis of these findings, the thesis concludes that there is an urgent need for educators to re-think the way teachers of English are trained in the country and redesign the IEC curriculum materials so that these take into account the integrated curriculum. It is further recommended that RTIA be adopted because the approach was found to have the potential of ensuring that the IEC becomes a reality at the classroom level in Kenya secondary schools.
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Moffat, Rachel Heidi. "Perspectives on Africa in travel writing : representations of Ethiopia, Kenya, Republic of Congo and South Africa, 1930–2000." Thesis, University of Glasgow, 2009. http://theses.gla.ac.uk/1639/.
Full textAbstract:
This thesis establishes contexts for the interrogation of modern travel narratives about African countries. The nineteenth century saw significant advances in travel in Africa’s interior. For the first time much of Africa was revealed to a Western audience through the reports of explorers and other travellers. My thesis focuses on more recent representations of African countries, discussing changes in travel writing in the twentieth century, from 1930–2000. This thesis studies key twentieth-century representations of four African countries: Ethiopia, Kenya, the Republic of Congo and South Africa. I interrogate Western constructions, with a specific focus on narratives by Evelyn Waugh, Wilfred Thesiger, Dervla Murphy and Redmond O’Hanlon. Narratives of South Africa by Laurens van der Post, Noni Jabavu and Dan Jacobson also provide important insights into African self-construction in travel writing, which is, as yet, an under-developed genre in African literature. I begin by sketching a historical framework of the Western idea of Africa which, most recently, has been characterised by nineteenth-century interpretations of the Dark Continent. The process of decolonisation and the emergence of postcolonial discourses have challenged these constructions. An analysis of travel narratives from 1930–2000 reveals a variety of responses to the growing distaste for older, colonial attitudes. Increasingly, Western travellers seek both to create culturally relevant Africas and to subvert older Western creations. Travel writers seek to re-present destinations, to examine and modify existing discourses. There are fewer texts of exploration, but many writers now travel in order to write, looking for new ways to re-imagine and, thereby, rediscover what is already known. Developments in modern thought influence writers’ self-representations, as well as their presentations of the Other. Twentieth-century women construct themselves according to new social constructions of femininity, no longer juxtaposing hardiness with more traditional feminine traits, but proving that their capability and endurance as travellers equals that of men. The traveller is always central to the narrative and so it is always important to interrogate the writer’s self-presentation. Trends in twentieth-century travel narratives reveal an increasingly personal focus; this can bring a unique quality to the account, but also raises questions of authenticity. Foregrounding the creative process of producing a travel narrative reveals the agendas which inform self-presentation. This thesis points towards the potential for much further study on the continual process of re-presenting Africa but, also, the contextualisation of Western travel narratives continually points up the lack of African self-representation in travel writing. There has been little response from Africans to the long history of Western travellers imagining Africa; future dialogues with African texts of self-exploration and self-representation will, potentially, reveal new complexities, bringing greater depth and diversity to the discourses already in place.
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Muthwii, Margaret Jepkirui. "Variability in language use : a study of Kalenjin speakers of English and Kiswahili in Kenya." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.358777.
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Kiai, Alice Wanjira. "Biography of an English language textbook in Kenya : a journey from conceptualization to the classroom." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49465/.
Full textAbstract:
This biography tells the life story of a secondary school English coursebook in Kenya following market liberalization (1998) and curriculum review (2002). In ELT, Gray (2007, 2010) first applied the ‘circuit of culture’ model to global English coursebooks; in contrast, I examine the case of a single local publication. The textbook has been described as a politico-economic, socio-cultural, and curriculum product. I focus on it primarily as a curriculum product and delink the circuit of culture from its original application in textbook studies in the service of a sociocultural perspective. I posit that the model has the explanatory power to capture the various research focuses that textbook studies may take. The circuit of culture has five processes or ‘moments’: representation, identity, regulation, production and consumption. Following preliminary work, my ‘journey’ begins in the representation moment, using Littlejohn’s (1992, 1998) framework for materials analysis. In the regulation moment, I interview three participants linked to the curriculum development body (KIE). In the production moment, I interview four authors, the editor and the publishing manager of the selected coursebook. In the consumption moment, I interview sixteen teachers who are or have been users of the materials. Four of the teachers participate in classroom observation and their learners respond to a questionnaire. Finally, I build a key identity statement about the coursebook, pooled from the findings in each moment. I reposition the identity moment and posit its centrality at the core of the circuit. Spurred by insights on innovation in English language education, I support the strengthening of ‘feedback loops’ across moments, and the recognition of the consumption moment as the zone for promoting dynamism and synergy in textbook development. This can (ideally) result in curriculum products and practices capable of overcoming challenges of interpretation and transition, while promoting good practices across moments.
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Shivachi, Calebi I. "A case study in language contact : English, Kiswahili and Luhyia amongst the Luhyia people of Kenya." Doctoral thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9876.
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Bibliography: leaves 178-187.The aim of this research is to provide some ground work in the study of Luhyia socio-linguistics. A fair amount of research on indigenous forms of English has been conducted in South Africa as well as West Africa. According to Schmied (1991), Nigeria is covered by several books and articles on English, but other areas of Africa are relatively blank. Schmied himself has produced primary work on English in East Africa. Studies of language maintenance and language shift have been undertaken by eminent scholars such as Brenzinger (1992), Eastman (1990, 1992). However, it is Myers-Scotton's pioneering research on code-switching among the Luhyia speakers undertaken in the 1980s that proyided the initial inspiration and further foundation for this thesis. An attempt is made here to build on Myers-Scotton's insightful observations on code-switching among Luhyia speakers. In addition this thesis explores the type of English in use among the Luhyia, and its effects on the indigenous language with which it has come into contact.
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Lööw, Torulf. ""Some of them they just come to school to eat" : A minor field study about similarities and differences between the ways of teaching in two schools in Kenya." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30281.
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This study focuses on connection between socioeconomic factors and the didactic choices in the English language teaching in lower primary school. The aim of the study is to examine if and how these choices differ between a charity-based school and a non-charity based (private) school in a slum area in Kenya, based on the reflections of teachers. Furthermore the aim is to investigate the motives or reasons behind the didactic choices, as expressed by the teachers during the interviews, and how these are possible to relate to the economic and social situation of the schools and the children. The research questions for the study was what the similarities and the differences are in how the lower primary teachers in an informal school compared with a private school in a rural area in Kenya reflect on their didactic approach in the subject English. The second question is how their reflections and didactic choices can be understood in relation to the economic and social conditions that characterize each school. The method used was a qualitative multi case study where the data collection was made by direct observations of four lessons and semi-structured interviews with four teachers, two in each school. The theoretical perspective used was Maslow’s motivation theory about the hierarchy of basic needs (1970, 1987) and the frame factor theory through Löwing (2004) and Knutas (2008). The main findings were that despite the two schools different economical resources and the childrens’ different socioeconomic backgrounds the overall didactic approach was very similar which partly can be explained with social and cultural norms that affect the way of teaching. Another finding was that the biggest obstacle for the language learning was small amount of pre-knowledge which was connected to poor or no use of English at home, and a lack of basic need. These factors were according to the teachers mostly found among the poor or in some way vulnerable children
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Obondo, Margaret Akinyi. "From trilinguals to bilinguals? a study of the social and linguistic consequences of language shift on a group of urban Luo children in Kenya /." Stockholm : Centre for Research on Bilingualism, 1996. http://catalog.hathitrust.org/api/volumes/oclc/41607675.html.
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Oduol, C. B. "Maintenance of communication in primary classrooms : some evidence for the role of elicitation and code-switching in English medium schools in Kenya, with implications for teaching." Thesis, Aston University, 1987. http://publications.aston.ac.uk/14820/.
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This is a study of specific aspects of classroom interaction primary school level in Kenya. The study entailed the identification of the sources of particular communication problems during the change-over period from Kiswahili to English medium teaching in two primary schools. There was subsequently an examination of the language resources which were employed by teachers to maintain pupil participation in communication in the light of the occurrence of possibility of occurrence of specific communication problems. The language resources which were found to be significant in this regard concerned firstly the use of different elicitation types by teachers to stimulate pupils into giving responses and secondly teachers' recourse to code-switching from English to Kiswahili and vice-versa. It was also found in this study that although the use of English as the medium of instruction in the classrooms which were observed resulted in certain communication problems, some of these problems need not have arisen if teachers had been more careful in their use of language. The consideration of this finding, after taking into account the role of different elicitation types and code-switching as interpretable from data samples had certain implications which are specified in the study for teaching in Kenyan primary schools. The corpus for the study consisted of audio-recordings of English, Science and Number-Work lessons which were later transcribed. Relevant data samples were subsequently extracted from transcripts for analysis. Many of the samples have examples of cases of communication breakdowns, but they also illustrate how teachers maintained interaction with pupils who had yet to acquire an operational mastery of English. This study thus differs from most studies on classroom interaction because of its basic concern with the examination of the resources available to teachers for overcoming the problem areas of classroom communication.
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Rowe, Peter Anthony. "The roles of the cathedral in the modern English Church." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1859.
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A cathedral of the Church of England is the seat of the bishop and a centre of worship and mission. The history of this institution is followed from the English Reformation, which it survived, through to the Commonwealth, which it did not. Restored on the return of the monarchy, it then survived with little further trouble until the nineteenth century, when a lot of its income was diverted to the provision of churches and ministers for the populous urban and industrialised areas, which the Church could not fund in any other way. It was the subject of investigation by two Royal Commissions in the nineteenth century and three church-inspired commissions in the twentieth. These commissions stressed the links that should exist between cathedral, bishop and diocese, which the nineteenth century diocesan revival also encouraged, and suggested changes in instruments of governance to achieve this. Some proposals came to nothing, but others were brought into law. Unlike the Roman Catholic cathedral, the Anglican one never lost its autonomy. The religious situation in Britain today is considered in the light of some contemporary sociology and psychology, and it is recognised that the continued decline in the fortunes of the Church is tied up with the massive subjective turn which characterises contemporary culture. The cathedral has not shared the mistrust which faces the Church, and its various roles are discussed in the light of its continued hold on public affection. The conclusions reached are that, although the cathedral now has strong links with bishop and diocese, it should retain its independence within relationships of interdependence with them, to enable it to harness the popularity which it enjoys to remain a centre of worship, but primarily to concentrate on being a centre of mission. Appropriate ways of achieving that are discussed.
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Hooker, Mary. "A study on the implementation of the Strengthening Innovation and Practice in Secondary Education initiative for the preparation of Science, Technology, English and Mathematics (STEM) teachers in Kenya to integrate Information and Communication Technology (ICT) in teaching and learning." Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/a-study-on-the-implementation-of-the-strengthening-innovation-and-practice-in-secondary-education-initiative-for-the-preparation-of-science-technology-english-and-mathematics-stem-teachers-in-kenya-to-integrate-information-and-communication-technology-ict-in-teaching-and-learning(e1d24d01-54fc-4967-abb0-c29b5d80e973).html.
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The aim of this research study was to critically appraise the innovation model in relation to teacher development for ICT use in classroom practice associated with the Strengthening Innovative Practice in Secondary Education (SIPSE) project conducted in Kenya secondary schools. The model integrated an ICT Competency Framework for Teachers (ICT-CFT) and a Technology Pedagogy and Content Knowledge (TPACK) framework into a phased modular approach for teacher professional development. The research addressed key questions related to: the object of ICT use as perceived by head teachers and teachers; and the characteristics of teacher design for ICT use in STEM teaching and learning as evidenced in classroom activities at different stages of their professional learning journey. The study used a qualitative design based research (DBR) methodology that was enhanced with the use of a ‘TPACKtivity’ lens combining TPACK and Activity Theory (AT) to explore, explicate and communicate the findings. The study was conducted with a purposive sample of twenty-four teachers, four head teachers and four schools drawn from the wider SIPSE programme intervention. The qualitative research methods included interviews and focus group discussions. Data were also drawn from documentation of lesson plans and peer-to-peer lesson observations. The findings presented participant accounts of tensions and dissonances with the introduction of technology into their school and classroom practices that reflected similar issues in the literature. However, the findings elucidated some unexpected teacher design narratives for technology use to support and innovate STEM teaching and learning. They further revealed the importance of classroom processes as the centre stage for fostering teacher collective design conversations for ICT use solutions. In this the research contributes to the current discourse by offering a TPACKtivity framework centred on authentic classroom settings as a basis for developing and appraising models of professional development for ICT use that can inform practice, policy and research.
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Mate, Antony Mukasa. "Interrogating masculinities in selected Kenyan popular fiction." Thesis, 2017. http://hdl.handle.net/10500/23255.
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The purpose of this study is to examine the presentation of masculinity in selected popular
works. The novels under discussion include: Henry ole Kulet’s To Become a Man (1972), Yusuf
Dawood’s One Life Too Many (1991), Peter Kimani’s Before the Rooster Crows (2002) and
David Maillu’s Man from Machakos (2010). The writers are representative of a diversity of
Kenyan ethnicities: Dawood (Asian-African), while the rest comprise Kenyan men of black
descent though different ethnicities. The study attempts to interrogate the various strands of
masculinity in Kenyan society as presented in the selected works. The study also seeks to
investigate how different men negotiate/manifest their masculinity in different settings. It also
interrogates factors and trends that shape and influence masculine behaviour in the selected texts.
The study also explores the ramifications of various manifestations of masculinity on the family.
The study adopts masculinities theory as the theoretical framework. The theory is applied in the
interpretation of issues that relate to this study.Afrikaans and Theory of Literature
D. Litt et Phil. (Theory of literature)
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Muchira, Rachel. "Awareness of Multilinguality and the Resulting Cross-Linguistic Influence of English and Kiswahili on German: A Study of Multilingual Language Learning Awareness Among Kenyan Secondary School Learners of German as a foreign language." 2019. https://ul.qucosa.de/id/qucosa%3A38450.
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This study is anchored on two premises: First, that due to cross-linguistic
interaction resulting from the interconnectedness of the different language
systems in the mind of the multilingual foreign language learner, cross-linguistic
influence is inevitable, and, second, that if unmanaged, this interaction might
lead to erroneous deviations in the language(s) of the learner. There are studies
evidencing cross-linguistic influence of English and Kiswahili on German
amongst the Kenyan learners of this language. The question of the learners’
awareness of this phenomenon, however, remains unanswered. In the
framework of multilingual language learning awareness, and by use of an
Untimed Grammaticality Judgement test consisting of grammatical errors in
German arising from cross-linguistic influence of English and Kiswahili, this
study constructs explicit grammatical knowledge as an aspect of metalinguistic
knowledge. It further assesses the learners’ ability to apply this knowledge in the
negotiation of the presented errors as evidence of awareness of cross-linguistic
influence, with the ultimate aim of establishing what constitutes the learners’
awareness of multilinguality and cross-linguistic influence of the dominant
English and Kiswahili on German as a foreign language.
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Okoth, Teresa Akinyi. "Teacher cognition and preparedness in implementing the integrated English language curriculum in form III classrooms in Kenya." Thesis, 2015. http://hdl.handle.net/10500/24933.
Full textAbstract:
This study investigated the cognition of Form III English language teachers and evaluated their preparedness in implementing the revised English language curriculum. The study investigated teachers’ understanding of the integrated curriculum; described the relationship between teachers’ implementation strategies and curriculum requirements; established the effect of cognition on the process of implementation and determined challenges of implementation. A descriptive survey design was used in Eldoret East Sub-County in Kenya. Data was collected using a questionnaire and in-depth interviews, student focus group interviews, observation in Form III language classrooms, document analysis and journal entries. Data analysis was done by use of frequency and descriptive statistics. Qualitative analysis involved transcriptions of interviews and filed notes which were coded, categorized and patterns and themes identified. The study established that (1) teachers had varied cognition of the integrated curriculum (2) teachers showed integration at varying levels (3) more than 50% of the teachers still believe that English language and literature should be taught separately. (4) Teachers who had a better cognition of integration made more effort in the preparation and actual implementation of the integrated lessons. However, some teachers who did not seem to have any problem with conceptualizing integration still fell short of implementing it with fidelity (5) the practice of concentrating teaching on examination areas is still entrenched in teachers’ beliefs. Factors that were established to affect curriculum implementation efforts include: lack of appropriate Teacher Professional Development (TPD), content overload and complexity, non-suitable learner characteristics, inadequate directions in course books on integration and inappropriate pre-service training. The study recommends involvement of teachers in the development of curriculum innovations, organized Continuous TPD, development of materials that support teachers in their implementation and review of assessment procedures. This study has contributed to the dearth of literature in the area of teacher cognition of English language in Kenya. It has also provided insights to stakeholders in the field of curriculum on implementation issues that are pertinent which may lead to more fitting implementation in the future. This may help in suggesting necessary improvements to curriculum implementation such as material development, programme review at teacher colleges and universities and enhanced professional development training for teachers. The findings thus have a potential to inform and improve practice when stakeholders consider ways to improve the implementation of the curriculum in language classrooms in Kenya.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Suleh, Everlyn Achieng'. "A morphosyntactic analysis of ambiguity of mood in Dholuo : minimalist programme aproach (1995)." Thesis, 2014. http://hdl.handle.net/10500/13470.
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This thesis is a qualitative study of mood and ambiguity in Dholuo, a Nilotic language spoken in western Kenya. It also examines the content of the verb phrase (VP) and the role of tone in the expression of mood in Dholuo. Specifically, the study set out to find out how mood is expressed and how ambiguity is resolved in Dholuo, the modal structure of the language and how it can be explained within Chomsky’s Minimalist Programme (1995), particularly regarding feature checking.
The thesis comprises six chapters. Chapter One is the introduction and focuses on background information to set the scene for this study. Specifically, it considers the context and the research methodology, which is mainly qualitative. The researcher’s knowledge of the language is of great importance in this study of mood and ambiguity in Dholuo, and native speakers of Dholuo were consulted to avoid bias. In addition, desk research is carried out. The chapter outlines the objectives, discusses the research problem, motivation, scope and limitations of the study. It explains the language situation in Kenya, the number of languages and their families, dialectal variations, the status of the languages and their use in education and parliament, including the recent provisions made in the 2010 constitution. Chapter One also presents the challenges concerning the language situation. Lastly, a synopsis of each chapter is provided.
Chapter Two comprises the literature review. The study is based on mood in Dholuo, but the review first deliberates on how mood is expressed in English, as well as types of ambiguity and interpretations in English language studies. In order to determine how mood is expressed in an African language, the chapter discusses a study on tense, aspect and mood as expressed in Kihavu, a Bantu language spoken in the Kalehe district in the Democratic Republic of the Congo and the Rusizi/Nyamasheke districts in the Republic of Rwanda. Next, Dholuo descriptive grammars, research and related works are discussed.
Presented in Chapter Three is the theoretical framework, the main tenets of the Minimalist Programme (MP) and its aims. The theory is adopted as a tool to handle the data in Dholuo. The chapter also discusses how MP differs from Generative Grammar (GG) and Government and Binding (GB) (Chomsky, 1981), including the problems it aims to resolve that could not be properly addressed by GG and GB. How the theory accounts for the data on mood and ambiguity in Dholuo and its challenges is also discussed. The study hopes to contribute to the Minimalist Programme’s further development and refinement, as most linguistic theories including the MP are informed and inspired by Indo-European languages, particularly English.
Chapter Four presents Dholuo's basic morphosyntactic structures, phonology, the morphology of nouns, personal pronouns and verbs, since some of the features in these domains have a bearing on mood. The language known to many as Luo is actually called Dholuo; ‘Dho’ serves as a noun class prefix in Bantu languages, as in ‘ki-‘ for Kiswahili and ‘gi-‘ for Gikuyu. It is a prefix referring to language: ‘the language of’ the Luo people.
Mood and ambiguity in Dholuo are discussed in Chapter Five. Types of Dholuo modal auxiliaries are described and instances where there is ambiguity between modal auxiliaries and words belonging to other word categories are mentioned. How MP theory accounts for data on mood and ambiguity in Dholuo, and the problems encountered in the application of this theory, are considered. The label ‘mood’ is adopted for the study as a syntactic/grammatical category. The categories of Dholuo mood and possible word formation processes of inflection and derivation realised on the auxiliary are also discussed. Ambiguity is seen through conversion as a word formation process where there is derivation with no morphological marking, but there is functional shift. The modal auxiliary, which precedes the main verb in a construction, is inserted into its base position in the VP. The inflectional nodes are for feature checking. Chomsky (1993) states that morphology plays an important role in the new theory. The operations in the computational system are driven by morphological and lexical necessity. The amount of movement that takes place in the structure building depends on how rich or weak the morphology of a language is.
Chapter Six summarises how mood is expressed in Dholuo, how it is affected by ambiguity in terms of accessing the meaning and the role tone plays in resolving ambiguity so that meaning becomes accessible. The study concludes that this theory is adequate in accounting for the data on mood and ambiguity in Dholuo, although modifications have to be made to cater for the feature checking of Dholuo mood and ambiguity in terms of the creation of some heads. Such modifications include heads for mood and aspectual tone for the auxiliary that derives from a noun or tonal distinction where an auxiliary is used together with the verb from which it derives. This is in line with the idea that the Minimalist Programme is based on feature checking and structure building; both processes are morphologically or lexically driven. The features build the structure. Morphemes are moved out of the lexicon to build the structure. Suggestions for further research based on the limitations of the study are presented. The study focuses only on mood and ambiguity in Dholuo as spoken in western Kenya, although Dholuo is a cross border language. There is an opportunity for further research into Dholuo as it is spoken in Uganda and Tanzania.African Languages
D. Litt. et Phil. (African Languages)
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Ogechi, Nathan Oyori [Verfasser]. "Trilingual codeswitching in Kenya : evidence from Ekegusii, Kiswahili, English and Sheng / vorgelegt von Nathan Oyori Ogechi." 2005. http://d-nb.info/977955974/34.
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Karimi, Florah K. "Factors contributing to academic performance of students in a private university in Kenya." Thesis, 2008. http://hdl.handle.net/10500/1374.
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This study aimed at identifying the models that best explain the student-related factors that contribute to the academic performance of students in the university. Students' final high school grade, English Language proficiency, self-regulatory learning strategies and extrinsic goal orientation are observed to generally have direct effects on the academic performance of the students in the university, while attitudes, intrinsic goal orientations, personality traits and age have indirect effects. Student mentors need to understand the factors that contribute to the academic performance of undergraduate students. Further research is also deemed necessary in other universities in Kenya in order to establish whether similar results would be obtained.Educational Studies
D. Ed. (Philosophy of Education)