Journal articles: 'Kenyan English'

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Frolova, Natal’ya S. "Expatriate Kenyan poetry: Marjorie Phyllis Oludhe Macgoye and Stephen Derwent Partington." Vestnik of Kostroma State University 26, no. 4 (January 28, 2021): 172–78. http://dx.doi.org/10.34216/1998-0817-2020-26-4-172-178.

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English-language poetry in Kenya emerges and begins to develop in the 1970s, a decade later than the Ugandan one. It was at this time that the first truly brilliant examples of poetic work appeared – these are poems of Jared Angira and Micere Githae Mugo, who later became classics of Kenyan literature, whose work characterises the two main directions of Kenyan English-language poetry of the second half of the 20th century – critical-realistic and philosophical-mystical [Frolova: 75–90]. Studying the English-language poetry of Kenya draws attention to such an interesting phenomenon as the Kenyan poetry of expatriate writers. These are the creative work of Marjorie Oludhe Macgoye and the Stephen Partington, whose creative work cannot be called typical for East African literature. Both Macgoye and Partington are ethnic British, who had moved, each at own time, to Kenya and devoted themselves to literature, and, what is most important, called Kenya their homeland and themselves, Kenyans. In their poems, one can feel sincere love for the land, which has become their home, sympathy for Africans who suffer social injustice, and huge efforts to understand African reality through the eyes of a European.

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Ayieko, Gerry O. "Kenyan English: The Chimera in Sociolinguistics of English-speaking Communities in Kenya." CLAREP Journal of English and Linguistics 4 (October 10, 2022): 101–33. http://dx.doi.org/10.56907/gml211at.

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The English language has spread across the globe in the last two hundred years resulting in a number of non-natives varieties of English across the globe. There is a divergence between these different varieties in phonology, morphology, syntax, lexical semantics and sentential semantics, discourse, an pragmatics as well as sociolinguistics. There is a general tendency to name these varieties based on countries such as Indian English, Nigerian English etc, the main argument in the present paper is that such terms are inaccurate from a dialectological perspective. The present study adopted a critical review methodology to critique the construct ‘Kenyan English’. The three main questions that the critical review sought to answer were: i) how is the existence of “Kenyan English’ exist as an independent variety of English conceptualised? ii) what are the research paradigms and theoretical assumptions underlying the investigation of ‘Kenyan English’? iii) to what extent can one speak of ‘Kenyan English’ as a discipline with its own distinct methodology? The study reviewed fifty studies on Kenya that were selected using a criterion set up focusing on: the methodology, aims, methods, and findings of the study. The findings were thematised into ontology, epistemology, axiology and methodology and each study assessed using these parameters. The results show that the existence of “Kenyan English’ as an independent variety of English is really in doubt and lacks empirical support because of the research paradigms and theoretical assumptions used so far. There are no clear and distinct methodology or methods that have been applied in ‘Kenyan English’ as a discipline. There is need to incorporate methodology and methods of standard dialectology so that the variety ‘Kenyan English’ can be established in space and time of the country Kenya.

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Karpov, Grigory A. "«Other Africans»: Kenyan diaspora in Great Britain." Asia and Africa Today, no. 7 (2021): 47. http://dx.doi.org/10.31857/s032150750014440-6.

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The article is devoted to the study of the Kenyan diaspora of modern Great Britain. The study provides details on the background, main reasons and channels of migration of Kenyans to the UK. The main emphasis is placed on the study of the specifics of immigrants from Kenya, their ethnic composition, gender and age structure, socio-economic indicators. By the end of the colonial era, a de facto regime of racial segregation had been established in Kenya. The main ethnic groups - Europeans, Indians and Africans - actually lived in closed enclaves. It was Europeans and South Asians who made up the backbone of postcolonial migration from this African country. The process of Africanization in the young Kenyan state provoked the massive migration of Indian Kenyans to Great Britain in the 1960-1970s. Particular attention is paid to the analysis of the practice of material assistance of British Kenyans to their relatives in Kenya. They are in regular contact with each other, maintaining strong bonds. Private remittances from abroad are one of the main sources of investment in the Kenyan economy in the 2000s and 2010s. Migration to the UK is seen by many Kenyans as a temporary and forced measure, which does not exclude the possibility of returning to their historical homeland. By the nature of settlement, birth rate, material well-being and the degree of success, immigrants from Kenya are close to the South Asian diasporas in the United Kingdom. An education, proficiency in English, together with a general loyalty to British culture, contributes to the rapid and painless integration of Kenyans into the host society.

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Hoffmann, Thomas. "The Black Kenyan English vowel system." English World-Wide 32, no. 2 (July 5, 2011): 147–73. http://dx.doi.org/10.1075/eww.32.2.02hof.

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While acoustic phonetic studies have been carried out on all types of Englishes around the world, the second language variety spoken in Kenya has so far not been investigated acoustically. The present paper closes this gap by presenting an acoustic phonetic analysis of acrolectal Kenyan English. The data presented here consist of nine male speakers of acrolectal Kenyan English reading the “The North Wind and the Sun”-passage and were analysed using PRAAT (Boersma 2001; Boersma and Weenink 2008). As I will show, a careful visual and statistical analysis of the data unearthes several features of the Kenyan English vowel system that so far have gone unnoticed (e.g. a trend towards a seven vowel system with two front and two back mid vowels). Furthermore I will argue that some of these features can be traced back to the local L1 feature pool.

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Frolova, N. S. "Anglophone Poetry in Kenya at the Turn of the Century: Past Experience and Artistic Transformation." Nauchnyi dialog, no. 2 (March 3, 2021): 259–75. http://dx.doi.org/10.24224/2227-1295-2021-2-259-275.

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The main trends in the development of the English-language poetry of Kenya at the turn of the XX—XXI centuries are considered. The main material is a collection of poems by Kenyan poets, first published in the early 2000s. Particular attention is paid to the ideological and artistic transformation in the work of the young generation of Kenyan poets of the key directions in the development of Kenyan English-language poetry, which developed in the first half of the XX century. The novelty of the research lies in the conclusion about the continuity of the experience of the older generation poets by the English-speaking Kenyan poets, which is expressed in the development of two key directions of the development of Kenyan English-language poetry: socio-political and philosophical-lyric. At the same time, a fundamental change in the artistic method and style transformation is noted in the work of the new generation of Kenyan authors: unlike their predecessors, young Kenyan poets are increasingly gravitating towards the use of rhyme, expressed allegory and imagery, and also adopting previously untested techniques, for example, the use of elements of youth subculture. New material has been brought in, many names are first introduced into the everyday life of domestic and world African studies.

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Campbell, David, and Patrick Walsh. "English in Kenyan education." Intercultural Education 20, no. 6 (December 2009): 579–86. http://dx.doi.org/10.1080/14675980903448635.

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Athiemoolam, Logamurthie, and Agnes Kibui. "An Analysis of Kenyan Learners’ Proficiency in English Based on Reading Comprehension and Vocabulary." Journal of NELTA 17, no. 1-2 (May 20, 2013): 1–13. http://dx.doi.org/10.3126/nelta.v17i1-2.8088.

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In Kenya, English is the medium of instruction in schools and the official language of the country, although the majority of the learners are first additional language speakers of English. The study on which this article is based aimed to assess grade 10 Kenyan learners’ proficiency in English by examining their performance in comprehension and vocabulary on the basis of three tests incorporating multiple choice and interpretative questions. The data were collected from 422 grade 10 learners representing 16 schools in four provinces of Kenya. Learners were assessed on three comprehension passages which were selected from different genres. The results revealed that a large percentage of Kenyan learners encountered challenges with comprehension and vocabulary which impacted on their English language proficiency. The implications of the study is that there is a need for a reading skills development programme incorporating word analysis, recognition of the purpose of the text and tone, and the enhancement of inferential as well as predictive and interpretive skills. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 1-13 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8088

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Khasandi-Telewa, Vicky. "‘Women should not wear pants?’ Reflections from Kenyan English speakers in a strait between American and British English." Journal of Languages and Linguistics (JLL) 2, no. 1 (April 13, 2023): 35–43. http://dx.doi.org/10.51317/jll.v2i1.341.

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This paper aimed at examining the lived experiences of Kenyans caught between the two main varieties of English and the communication challenges they often face. The paper aims to provide evidence for the challenges that Kenyan speakers of English have experienced as a result of the confluence between British English (BrE) and American English (AmE). The study is explorative; thus, a descriptive research design was used. The purposive sample consisted of sixty-five subjects, all of whom were well-travelled. Using interviews, they were asked about their experiences with the different varieties of English, and their responses were recorded. Autoethnography, a qualitative research method that involves introspection and cultural analysis, was also used. Thematic content analysis was used to extract the themes and group them for data analysis. The theoretical framework used is World Englishes. The results indicate that there is indeed some communication breakdown due to linguistic varieties, but the differences are largely understood by speakers of the different varieties. Attitude plays a major role in communication challenges between different English, especially among teachers. The study urges acceptance of different varieties of English so long as communication takes place. This has implications for teaching English to Kenyan and speakers of other languages to whom English is taught as a Second Language or Foreign language.

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Schmied, Josef. "Review of Buregeya (2019): Kenyan English." English World-Wide 42, no. 3 (November 10, 2021): 350–54. http://dx.doi.org/10.1075/eww.00076.sch.

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Orwenjo, Daniel Ochieng, and Fridah Kanana Erastus. "Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya." Journal of Learning for Development 8, no. 3 (November 17, 2021): 582–600. http://dx.doi.org/10.56059/jl4d.v8i3.529.

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The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.

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Budohoska, Natalia. "Characteristic morphological and syntactic features of English in Kenya: a corpus study (ice)." Lingua Posnaniensis 54, no. 1 (October 1, 2012): 45–56. http://dx.doi.org/10.2478/v10122-012-0004-2.

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Abstract Natalia Budohoska. Characteristic Morphological and Syntactic Features of English inKenya: A Corpus Study (ICE). Lingua Posnaniensis, vol. L IV (1)/2012. The Poznań Society for the Advancement of the Arts and Sciences. PL ISSN 0079-4740, ISBN 978-83-7654-103-7, pp. 45-56. This study discusses characteristic morphological and syntactic features of English in Kenya on the basis of the International Corpus of English (ICE) for Kenya. It contains a list of typical traits compiled following the universal criteria for describing varieties of English set up by Kortmann (2008: xxv-xxix). The features found were confronted with the Szmrecsanyi & Kortmann (2009: 68) concept of the inherent simplification of the new varieties of English. Finally, the amount of variation found in the ICE was placed into a wider context of other postcolonial varieties of English. The results of this analysis add to the discussion of recognizing English in Kenya as an emancipated variety of English (Budohoska 2011a, b). This study presents a high degree of characteristic features of English in Kenya, many of them shared with other recognized varieties of English. It also reveals tendencies of simplification common to New Englishes. The estimated frequencies of these features, however, are too low to reveal stigmatized forms of Kenyan English.

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Nyakoe, Damaris. "Metaphor and Health Communication: Use of Metaphor in HIV and AIDS Discourse." Scholars International Journal of Linguistics and Literature 7, no. 01 (January 12, 2024): 12–16. http://dx.doi.org/10.36348/sijll.2024.v07i01.003.

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Language plays a fundamental role in combatting HIV and AIDS. In Kenya, English and Kiswahili are used as the languages of communication in HIV and AIDS related issues. The literacy rate in Kenya stands at 87.4% but research has indicated that only 17% of the population speak and use English effectively while, 65% speak and understand Kiswahili. The use of Kiswahili in health communication cannot be underscored given the fact that majority of the Kenyan population can understand and interpret Kiswahili messages received in a communication string. The fight on HIV and AIDS includes use of songs and poetry. A number of Kenyan artists have invented ways of fighting this scourge in their use of music and this entails use of metaphor in their songs. One such musician is Jackoniah Oyoo who employs metaphor in his song Merimela. Human beings use metaphor to make sense of reality. Metaphor is defined as understanding and experiencing one kind of thing in terms of another. In this scenario, a concrete or clearly organized source domain, being more clearly related to physical and bodily experience, is used to talk about a more abstract and less clearly structured target domain. Metaphorical conceptualization of concepts is so natural and at times unconscious to human beings that they do not even realize that they are using metaphor. This article seeks to examine the metaphorical conceptualization and interpretation of the metaphors used in the song Merimela. The ubiquity nature of metaphors makes it possible for a number of metaphors to be used in the song Merimela. This article reveals how metaphor reflects and structures Kenyans understanding of reality particularly the fight against HIV and AIDS.

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Barasa, Sandra Nekesa, and Maarten Mous. "Engsh, a Kenyan middle class youth language parallel to Sheng." Journal of Pidgin and Creole Languages 32, no. 1 (June 23, 2017): 48–74. http://dx.doi.org/10.1075/jpcl.32.1.02bar.

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Youth ‘languages’ are an important topic of research in the domain of linguistic change through language contact because the change is rapid and observable and also because the social dimension of change is inevitably present. Engsh, as a youth language in Kenya expresses not only modernity and Kenyan identity but also, the status of being educated, and it differs in this respect from Sheng, the dominant Kenyan youth language. The element of Engsh that expresses this aspect most directly is the use of a grammatical system from English whereas Sheng uses Swahili. In lexicon, Engsh draws upon Sheng and urban English slang. This is a first extensive description of Engsh. The social function of Engsh is interesting in that class is expressed in it, which is not often reported in African urban youth codes. Also the fact that Engsh is a non-exclusive register, which expands through its use in (social) media and most of all in computer mediated communication.

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14

Skandera, Paul. "What do We Really Know About Kenyan English?" English World-Wide 20, no. 2 (December 31, 1999): 217–36. http://dx.doi.org/10.1075/eww.20.2.02ska.

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Despite the growing interest in the New Englishes, systematic research into the features of many of these varieties is still lacking. This paper looks at the work that has been done on the features of Kenyan English. It attempts to show that only a combination of corpus analyses, elicitation tests, and the introspection of target language speakers yields reliable results that come up to the expectations of modern linguistics. A re-examination of some of the features listed in the relevant studies by means of these three methods suggests that part of what has been written about Kenyan English may be a misrepresentation of the linguistic reality.

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IRUMBI, RUTH W., Mathew K. Karia, and Joshua M. Itumo. "The diphthongs of the acrolectal Kenyan English spoken by the Black Indigenous Kenyans." Journal of the Acoustical Society of America 144, no. 3 (September 2018): 1902. http://dx.doi.org/10.1121/1.5068334.

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Buregeya, Alfred. "Grammatical features of Kenyan English and the extent of their acceptability." English World-Wide 27, no. 2 (July 6, 2006): 199–216. http://dx.doi.org/10.1075/eww.27.2.05bur.

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This study sought to provide evidence for the existence of specific grammatical features which one could definitely say are characteristic of Kenyan English. Using a questionnaire, it gauged the extent of acceptability of twenty-six features by between 75 and 188 respondents. The twenty-six features appeared in sentences that would be considered as deviant in standard international English, and informants were instructed to correct errors in them. The sample of respondents was drawn, over a two-year period, from eight classes of students specializing in either linguistics or communication at the University of Nairobi. The target features covered “grammar” in its widest sense: from punctuation marks and spelling to morphological, syntactic and lexical aspects. The results showed that fourteen (i.e. 54%) of the twenty-six structures scored acceptability ratings of at least 60%. These could be argued to be indeed characteristic of at least written Kenyan English. But, with acceptability ratings for some other structures being as low as only two and eighteen percent, the results equally suggest that some apparently very common features of Kenyan English would only be accepted in spoken, rather than written language.

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Akinlotan, Mayowa, and Alex Housen. "Noun phrase complexity in Nigerian English." English Today 33, no. 3 (January 30, 2017): 31–38. http://dx.doi.org/10.1017/s0266078416000626.

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Structural simplicity/complexity is an important variable with which New Englishes and native varieties are identified and conceptualised, but predicting such variation in complexity has received little attention in the literature. New Englishes, especially the outer circle varieties such as Nigerian or Indian English, differ in form and function from the inner circle varieties, such as British or American English, but the extent of such variation varies greatly and merits further investigation. According to Gorlach (1998), we should expect New Englishes to demonstrate simplification at the levels of morphology, lexis, and syntax. This has indeed been shown to be the case in some varieties, but it has also been shown that this variation differs according to different linguistic and non-linguistic factors. Most recently, Schilk and Schaub (2016) have shown how noun phrase (NP) structure can reveal the underlying structural simpification predicted in the New Englishes varieties. Brunner (2014) examined NP complexity across three New Englishes (British, Singaporean, and Kenyan English), explicating how grammars of the indigeneous languages in Singapore and Kenya influence NP simplicity/complexity.

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Kuha, Mai. "Competing motivations for NP order in Kenyan English." World Englishes 17, no. 1 (March 1998): 61–70. http://dx.doi.org/10.1111/1467-971x.00082.

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Gathogo, Julius Mutugi. "ECCLESIASTICAL AND POLITICAL LEADERSHIPS IN ONE ARMPIT: CELEBRATING THE LIFE OF THOMAS KALUME (1925-75)." Studia Historiae Ecclesiasticae 41, no. 3 (May 12, 2016): 92–110. http://dx.doi.org/10.25159/2412-4265/451.

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As Kenya celebrates her 52nd year of independence on 12th December 2015, the name of Thomas Johnson Kuto Kalume re-appears, as a great hero whom Kenyans have always wanted to forget. Indeed, he was a Kenyan politician and the first Clergyman to be elected as a Member of Parliament (MP) in the history of the National Assembly. Rev. Kalume was a composer and co-producer of the Kenyan national anthem, which was recorded in English and Swahili in September 1963 and inaugurated by Kenya’s founding President, Jomo Kenyatta, at Uhuru Gardens on December 12, 1963 during the independence celebrations. Critically important is that Kalume is the second Anglican Kenyan to obtain a University degree in Theology after John Mbiti. He was followed by Henry Okullu and David Gitari who emerged fourth. The article sets out to retrace Kalume’s pedigree, theology, and philosophy, as he navigated through troubled waters in the young republic of Kenya. What led to his early death on March 15, 1975 after serving only one parliamentary term (1969-74)? What motivated him to join both the church ministry and later elective politics? How did he view the service to God and humanity? How did he juxtapose religion and politics without losing his gospel constituency? What lessons does Kalume have for the 21st century Africa, particularly with regard to keeping Ecclesiastical and Political Leaderships in one armpit? Was Kalume’s case rooted in African religious heritage, a phenomenon where there is no dichotomization between the secular (politics) and the sacred (religion)? To this end, the article focuses mainly on the manner in which the memory of Thomas Johnson Kuto Kalume has been celebrated and/or reconstructed half a century after Kenya’s independence. By use of ex-post facto design, a phenomenon where variables have already occurred and are not manipulated by the researcher, the article has endeavored to retrieve Kalume’s societal contribution largely through archival and oral sources.

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Kithinji, Winfred K., and Adam I. OHirsi. "Relating English Language Proficiency to Academic Performance among non-English Speaking Undergraduate Students in Kenyan Universities." East African Journal of Education Studies 5, no. 1 (February 21, 2022): 66–76. http://dx.doi.org/10.37284/eajes.5.1.560.

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In Kenya, English language is the standard medium of instruction at primary and post-secondary levels of education and training. At universities, English is the primary language of academics and research. Its mastery and proficiency among students and staff also influence the overall learning experience. This research paper examined the influence of English language proficiency on academic performance among non-English speaking undergraduate students in Kenyan universities. These are foreign students whose countries of origin do not use English as the main language of instruction. The study was conducted in six universities that use the Grade Point Average in determining academic performance. The mixed methods research design was utilized to gather both qualitative and quantitative data concurrently. Using the purposive sampling techniques, 61 foreign students and 13 academic staff teaching were selected, while semi structured questionnaires and document analysis guide were used to collect data. The findings revealed a positive correlation between English language proficiency and academic performance (.000). It also emerged that over 76% undergraduate students from non-English speaking backgrounds lacked the expected language skills for quality learning experience. Specifically, students’ difficulties in listening and speaking had the strongest influence on their academic performance (Rs =1.000, p<0.01). Finally, the study recommended the need for universities to conduct English proficiency assessment when admitting undergraduate students from non-English speaking countries. It also suggested academic writing and mentor support programs to equip foreign undergraduate students with the requisite English literacy skills. The study further recommended faculty to practice pedagogical approaches that nurture foreign students to actively engage in the academic and social interactions.

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Susan, Mutai, J. Rono, Audrey Matere, and Julia Situma. "EXTENT OF CODE-SWITCHING OF ENGLISH AND KISWAHILI DURING ENGLISH LESSONS IN PUBLIC PRIMARY SCHOOLS IN ELDORET WEST SUB-COUNTY, KENYA." International Journal of Advanced Research 9, no. 11 (November 30, 2021): 568–76. http://dx.doi.org/10.21474/ijar01/13776.

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English is a language of international communication hence it has special place in educational systems of most countries in the world. In Kenya, English is a language of instruction as well as examinable subject in Kenyan schools. In addition, Kiswahili is a national language which is used by both learners and teachers leading to code-switching. The purpose of the paper was to establish the extent of code-switching in English and Kiswahili during English lessons in public primary schools. The study adopted descriptive survey design and mixed methods approach. The target population was 243 teachers of English, 64 grade three teachers and 2176 learners in primary schools in Eldoret West Sub-County, Kenya. The sample size was 33 teachers of English, 8 grade three teachers and 292 learners. Both quantitative and qualitative data was collected through the use of questionnaires, interviews and observation schedule. Piloting of research instruments was conducted in the nearby Wareng Sub County which shares similar characteristics as the study area. Validity was ensured through expert judgment while reliability was tested using Cronbachs alpha coefficient after piloting. The data was analyzed using both qualitative and quantitative techniques. Quantitative data was analysed using descriptive statistics frequencies and percentages while content analysis was used to analyze qualitative data. The study found out that majority (56.5%) of teachers used code switching most of the time while explaining meaning of words and most (50.4%) of the teachers of English used code switching as a way of explaining grammar in an explicit manner while most (41.2%) of the teachers used code switching to introduce unfamiliar topics to learners during English lessons. The findings will benefit the Government of Kenya in formulating language policies for schools. The study will also be of significance to teachers of English in coming up with the strategies to boost performance of English.

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Barasa, David. "Language ideologies, policies and practices within the multilingual Kenyan context." Journal of Linguistics, Literary and Communication Studies 2, no. 1 (September 8, 2023): 55–61. http://dx.doi.org/10.58721/jllcs.v2i1.336.

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Kenya is linguistically diverse with approximately 66 native and 8 non-native languages; out of which 33 are developing, 15 are vigorous, 2 are in trouble and 4 dying. Generally, actively used native languages in Kenya have been on the decline due to a number of forces such as colonisation, globalisation and language policies. This presentation focuses on educational language policy implementation in Kenya and illustrates its effects on the use of “minority languages”. The study establishes that language policies in Kenya are ad hoc declarations that have had negligible impact on the use of native African languages in schools and other formal settings. The policies greatly favor English following the logic of pre-colonial practices of assimilation and exclusion. English and Kiswahili, the regional lingua franca, remain the most prominent languages in formal education, overshadowing over fifty native African languages spoken in Kenya. English continues to be used in classroom and formal settings even in areas where native languages are dominantly spoken. Those who advocate for the use of English view it as a language of science and technology and that which propels one to a higher social status. English is also promoted as a language that helps to ease mobility within and beyond the East African region

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Meierkord, Christiane. "Attitudes Towards Exogenous and Endogenous Uses of English: Ugandan’s Judgements of English Structures in Varieties of English." International Journal of English Linguistics 10, no. 1 (December 10, 2019): 1. http://dx.doi.org/10.5539/ijel.v10n1p1.

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Uganda is a former British protectorate, where English has contributed to the country’s linguistic ecology since 1894, when the British established a protectorate over the area of the Buganda kingdom. Over time, Ugandan English has developed as a nativised second language variety, spoken by Uganda’s indigenous population. At the same time, due to migrations, globalisation and the influence of international media and the Internet, its speakers have increasingly been in contact with varieties other than British English: American English, Indian English, Kenyan English, and Nigerian English may all influence Ugandan English. This paper looks at how Ugandan English can be conceptualised as a variety shaped by other varieties. It reports on the results of acceptability tests carried out with 184 informants in the North, the Central and the West of Uganda and discusses how speakers assess individual grammatical structures used in Ugandan English and in those varieties they are potentially in contact with.

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Unuabonah, Foluke Olayinka, and Loveluck Philip Muro. "Borrowed Swahili discourse-pragmatic features in Kenyan and Tanzanian Englishes." Intercultural Pragmatics 19, no. 4 (August 22, 2022): 489–512. http://dx.doi.org/10.1515/ip-2022-4003.

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Abstract This study explores five Swahili discourse-pragmatic features – ati/eti, yaani, pole, sasa and sawa – which are borrowed from Swahili into Kenyan and Tanzanian Englishes, with a view to investigating their meanings, frequencies, positioning, collocational patterns, syntactic distribution and discourse-pragmatic functions. The data, which are extracted from the International Corpus of English-East Africa and the Kenyan and Tanzanian components of the corpus of Global Web-based English, are analysed quantitatively and qualitatively, from a variational and postcolonial corpus pragmatic framework. The study reveals that the Swahili discourse-pragmatic features occur more frequently in the Kenyan corpora than in the Tanzanian corpora, except in the case of sasa, which occurred with the same frequency in the online corpus. The paper identifies ati/eti as an attention marker, a quotative marker, a hearsay marker, an inferential marker, and an emotive interjection, yaani as an emphasis and elaborative marker, while pole is an attitudinal marker that expresses sympathy and sarcasm. While sasa is only an attention marker, sawa is an agreement and attention marker. The paper shows that these borrowed discourse-pragmatic features contribute to the distinctive nature of East African Englishes.

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Waiti, Josiah Mwachi, Rosemary Khitieyi Imonje, and Mercy Mugambi. "Influence of Teachers’ Preparedness on English Curriculum Implementation in Kenyan Schools." Asian Education Studies 8, no. 2 (November 9, 2023): 15. http://dx.doi.org/10.20849/aes.v8i2.1375.

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The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying.

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Beerwinkle, Andrea, and Debra McKeown. "An Analysis of Reading Comprehension Questions in Kenyan English Textbooks." Technology, Knowledge and Learning 26, no. 2 (February 24, 2021): 429–41. http://dx.doi.org/10.1007/s10758-021-09502-9.

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Kaviti, Lillian Katunge, Rebecca Oladipo, and Isaiah Ndung’u Mwaniki. "African Adaptation Processes in English." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 50–66. http://dx.doi.org/10.31686/ijier.vol4.iss6.556.

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The multilingual situation in Africa has led to the development of ‘hybrid’ languages in multi-lingual and multi-cultural situations. These hybrid languages are sometimes associated with urban youth born and bred in multicultural environments. In this category we place the Kenyan variety referred to as ‘Engsh’. We compared this hybrid urban language with Nigerian Pidgin English to establish whether there are any sociolinguistic similarities between the two African indigenized varieties of English. This entailed analyzing the grammar of the two varieties then scrutinizing the semantic shift processes to assess whether the languages express any African world view in terms of semantic interpretation. The significance of this study is to demonstrate the extent to which African speakers have adapted the grammar and lexicon of English (a former colonial language) to reflect their unique African speech styles and cultural experiences

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Spernes, Kari Iren, and Rose Ruto-Korir. "Medium of instruction in school: The indigenous language, the national language or the official language? A case study from multilingual deep rural Kenya." Journal of African Languages and Linguistics 39, no. 1 (May 25, 2018): 41–64. http://dx.doi.org/10.1515/jall-2018-0002.

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Abstract The connection between multilingualism and the school curriculum continues to engender debates on language preferences because of the potential to influence the amount of learning among learners. To understand language preferences among multilingual learners and their implications for the selection of the medium of instruction (MoI) in a multilingual country, data were collected through questionnaires and interviews among learners, teachers and head teachers in deep, rural Kenyan primary schools. These schools are located away from urban centres, with little or no basic infrastructure, hence the concept of “deep ruralness”. The participants were purposively sampled from among learners, teachers and head teachers to examine how learners’ affiliations with multilingualism could explain the preferred MoI, and the ways through which schools implement the use of an MoI in the curriculum. The findings show that Kiswahili and English were used as the MoI, even when the curriculum recommended indigenous languages and English. Moreover, learners’ multilingual affiliations and their spontaneous languages were their indigenous languages and Kiswahili. Based on these findings, we claim that the indigenous language, Kiswahili and English should be used as the languages of instruction in Kenyan schools.

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Kaunda Kodiyo, Kenneth. "Intestacy Laws and the Influences of Colonialism – The Case of Kenya, in Comparison with the English and Australian Laws of Succession." Zbornik Pravnog fakulteta u Zagrebu 71, no. 1 (May 29, 2021): 93–126. http://dx.doi.org/10.3935/zpfz.71.1.05.

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Intestacy law is derived from the traditional values, but it can be also under the influences of societies across the world. As a field of private law, the law of intestate succession can, in the long run, resist the non-voluntary, i.e., imposed reception of such rules of and forced by a coloniser. Compared to the flexible regulations, e.g., of the law of obligations, which are therefore more capable of legal transplant, intestate succession is based on deeply enrooted customs of a nation. Thus, these rules can rigidly persist under the pressure of colonisation. Kenya and Australia, two countries with significant differences in their cultural and legal traditions, were, in a diverse way, colonised by England. The article analyses the intestacy laws in these three countries, with the emphasis on Kenya. It especially discusses the reasons for pushing for strong intestacy laws to protect the widow in Kenyan Laws compared with the Australian and English Laws.

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Karpov, Grigory A. "School Education in Colonial Kenya." Vostok. Afro-aziatskie obshchestva: istoriia i sovremennost, no. 1 (2023): 115. http://dx.doi.org/10.31857/s086919080023123-2.

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The article is devoted to the study of the system of school education in Kenya during the colonial era. The ideological basis of the educational policy of the British authorities has been studied. The main differences between state, missionary and independent African schools are traced. Particular attention is paid to the analysis of the specifics of the learning process on the example of comparing European and African schools, including a huge disproportion in the amount of funding, differences in examination procedures, learning conditions, classroom equipment, content of school programs. The pioneers in spreading literacy among the natives were missionary communities. Protestant and Catholic schools combined religious education with the transfer of basic knowledge about medicine, hygiene, construction, and agriculture to the new flock. Ethnic and racial segregation was the norm in colonial society and limited the range of subjects taught to students of African descent. Since 1925, the Kenyan intelligentsia successfully sought to create their own educational institutions, where they independently determined the content of educational material, emphasizing the study of English and mathematics. The school system during this period of Kenyan history was part of the general system of imperial government and provided the training of the necessary personnel. The colonial legacy helped the authorities of independent Kenya in the second half of the 20th - early 21st centuries to achieve significant results in the field of education. Among its African neighbors, the country today remains the undisputed leader in the training of highly qualified specialists.

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Odhiambo, Tom. "Kenyan Popular Fiction in English and the Melodramas of the Underdogs." Research in African Literatures 39, no. 4 (December 2008): 72–82. http://dx.doi.org/10.2979/ral.2008.39.4.72.

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Kitonga, Nelly, Silas Odhiambo Owala, and Jane Monyangi Ombati. "Style Employed in the Presentation of Environmental News in Taifa Leo Newspaper, Kenya." International Journal of Linguistics, Literature and Translation 6, no. 12 (December 5, 2023): 71–77. http://dx.doi.org/10.32996/ijllt.2023.6.12.10.

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Kiswahili is the national language of Kenya and the official language alongside English. Therefore, it is expected that most Kenyans have the ability to interact in both official and non official contexts using the Kiswahili language. One of the platforms that allows people to interact and gather information about what is happening in the world is print media, for example, newspapers. The Kenyan Taifa Leo newspaper is published every day with the aim of providing various types of news to the public. This newspaper presents environmental information, among other news, to the audience in the Kiswahili language. The environment is a pertinent issue both nationally and internationally. This is because it affects the life of every creature on a daily basis in one way or another. So, the information people know about their environment determines how they interact with it. In providing environmental information to their audience, journalists organize it according to their types, importance and sometimes the urgency of the news. To achieve this, they employ different styles, which involve the strategic selection of both linguistic and paralinguistic features with the aim of making the reader understand the intended message precisely and easily. This argument stems from the belief that readers understand information depending on how it is presented to them. Therefore, this paper focuses on the examination and analysis of the styles applied by journalists in the Taifa Leo newspaper of Kenya to convey environmental news.

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Muturi, Wachira. "Determinants of risk disclosures in Kenyan listed companies." African Journal of Business Management 12, no. 10 (May 28, 2018): 267–73. http://dx.doi.org/10.5897/ajbm2018.8501.

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Korir, Elena Doudoladova, David Ochieng, and Douglas Ndiritu. "Comparative genetics of alcoholism in the Kenyan populations." African Journal of Biotechnology 3, no. 2 (February 28, 2003): 152–55. http://dx.doi.org/10.5897/ajb2004.000-2027.

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Otieno, Jane, Susan Abongâ€™o, and Mical Ongachi Wagah. "Quality of pottery products produced in Kenyan women prisons." Journal of Fine and Studio Art 8, no. 1 (July 31, 2020): 1–10. http://dx.doi.org/10.5897/jfsa2020.0064.

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Abraham, K. Kisang. "Reporting terrorism among Kenyan media: Should journalists be cautious?" Journal of Media and Communication Studies 6, no. 5 (May 31, 2014): 78–84. http://dx.doi.org/10.5897/jmcs2014.0398.

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Mburu, Peris Njoki. "Demographic Statistics, Customer Satisfaction and Retention: The Kenyan Banking Industry." Journal of Business and Economics 5, no. 11 (November 20, 2014): 2105–18. http://dx.doi.org/10.15341/jbe(2155-7950)/11.05.2014/015.

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BRUNNER, THOMAS. "Structural nativization, typology and complexity: noun phrase structures in British, Kenyan and Singaporean English." English Language and Linguistics 18, no. 1 (February 6, 2014): 23–48. http://dx.doi.org/10.1017/s1360674313000269.

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Two much-cited explanations for linguistic innovations in varieties of New Englishes are cross-linguistic influence (see Gut 2011) and simplification (see Schneider 2007: 82). Using these two notions as starting points, the present study seeks to detect effects of structural nativization in noun phrase (NP) modification in two varieties of English whose substrate languages differ strongly from a typological point of view: Singaporean and Kenyan English. The results yielded by the comparison of random samples extracted from the relevant components of the International Corpus of English in the first part of the study show striking correspondences between the preferred NP structures in the varieties at hand and NP structures in the local languages concerned, which, in the light of Mufwene's (2001, 2008) ecological theory of language change, can be interpreted as effects of language contact. The second part of the study shows that the NPs from the three varieties also differ in terms of variables which can be viewed as measures of NP complexity. What is more, the different degrees of complexity found in the samples correspond closely to predictions about the evolutionary status of the varieties at hand made by Schneider's (2007) Dynamic Model.

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Muriungi, Stella Wangari, and Benard Angatia Mudogo. "LINGUISTIC LANDSCAPE IN A MULTILINGUAL CONTEXT: A CASE OF KENYAN UNIVERSITIES." LLT Journal: A Journal on Language and Language Teaching 24, no. 2 (November 6, 2021): 450–60. http://dx.doi.org/10.24071/llt.v24i2.3673.

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The linguistic landscape of a place constitutes a clear representation of its language ideology, culture, users’ identity and language practice. These are depicted in verbal language used in public signs including business names, street signs, advertisements and graffiti. The aim of this paper is to examine the language distribution, purpose and authorship of public signage in the multilingual context in Kenyan universities. The paper also examines the students’ attitudes towards the public signs in the sampled institutions. A sample of 185 photos taken from notices, advertisements, building names and posters are analyzed. The analysis reveals that English is the most dominant language used in Universities for both top-down and bottom-up signs, with 77% prevalence. This is attributed to the acceptance of English as a global language and presence of international students and lecturers. A high incidence of informative signs is also noted at 42% of all signage linked with the academic nature of the paper context. The findings also reveal that Kiswahili as an African language with Bantu and Arabic roots is barely utilized in public signs despite its official status. This has implications on language policy and its implementation as it indicates a mismatch between policy and practice.

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Mutune, Fellis Nthambi, Geoffrey Mokua Maroko, and Alice Wanjira Kiai. "Construction of Gender in Linguistic Signs in Selected Kenyan Secondary School English Textbooks." Language Circle: Journal of Language and Literature 17, no. 2 (April 2, 2023): 255–67. http://dx.doi.org/10.15294/lc.v17i2.42985.

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In countries such as Kenya, where textbooks are a core component of classroom experience, the materials have the potential to shape socially enacted identities. Gender representation via linguistic signs in textbooks can have a substantial impact on how students perceive men and women in society. In order to achieve equity in education, which is a key mandate of both the Education for All (EFA) and Sustainable Development Goals (SDGs), gender bias in textbooks must be addressed. The National Policy on Gender and Development (NPGAD) in Kenya sought to enhance equal participation among men, women, girls and boys in education and other thematic areas. This paper contributes to the discourse on gender representation in textbooks by examining gender portrayal in linguistic signs found in selected English secondary school textbooks using Halliday’s (1985, 2014) systemic functional grammar approach. The study applied the explanatory sequential research design (Creswell Plano Clark, 2011). A document analysis guide derived from the model for analyzing linguistic signs by Halliday (1985, 2014) was employed in the analysis of quantitative data from the linguistic signs in four English textbooks. Results showed that in the selected textbooks, masculine representations were more prevalent than those of females. The study also revealed that males were more involved in all the three mood types namely; declarative, interrogative and imperative. Again, more males than females appeared as theme and rheme of clauses. Additionally, it emerged that males engaged more in verbal processes than females did. The study concludes that men are either implicitly or explicitly portrayed as being superior to women in the linguistic signs in the analysed textbooks. The study recommends that Ministry of Education in Kenya initiates measures to alleviate gender disparity by focusing on the issue of gender representation in textbooks. On the other hand, the Kenya Institute of Curriculum Development (KICD) may find these results useful in improving the textbooks evaluation based on gender equality prototypes. Improved evaluation, could be used as a basis to revise textbooks currently in use and guide in the development of new ones.

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Polzenhagen, Frank. "Review of Skandera (2003): Drawing a Map of Africa: Idiom in Kenyan English." English World-Wide 26, no. 1 (March 11, 2005): 104–11. http://dx.doi.org/10.1075/eww.26.1.08pol.

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Hsieh, Ching-Ni, Marcel Ionescu, and Tsung-Han Ho. "Out of many, one: challenges in teaching multilingual Kenyan primary students in English." Language, Culture and Curriculum 31, no. 2 (September 22, 2017): 199–213. http://dx.doi.org/10.1080/07908318.2017.1378670.

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Beatrice, Nafula Tenge, Peter Okwiri Ojwang Pascal, Otaye Daniel, and Njau Peter. "Assessment of advanced Kenyan selected wheat lines for resistance to the prevailing stem rust races (Puccinia graminis f.sp.tritici) in Kenya." Journal of Plant Breeding and Crop Science 8, no. 7 (July 31, 2016): 94–108. http://dx.doi.org/10.5897/jpbcs2015.0553.

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Kimamo, Damaris Wambui, and Peter Mugo Gathara. "Coverage of English syllabus in secondary schools in Kenya: A comparative study in Nairobi City County, Kenya." Msingi Journal 8, no. 1 (March 19, 2024): 46–59. http://dx.doi.org/10.33886/mj.v8i1.455.

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Education delivers large, consistent returns in terms of income, and is the most important factor to ensure equality of opportunities. Having education in an area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also their community. Worldwide, the Sustainable Development Goals (SDGs), in particular SDG4 calls for access to quality education and lifelong learning opportunities for all by 2030. A Syllabus is an important tool in a bid to acquire quality education. Firstly, it delineates the responsibilities of students and the instructors. It offers information about what should be discussed, what students are supposed to do, and how these results are evaluated. In the Kenyan Education system, all the learning processes depends crucially upon the mastery of the fundamental skills of English Language, which is vital not only for educational purpose but also for economic competitiveness. The government of Kenya has come up with policies that ensure that at the end of secondary school, students are able to communicate competitively using the English language. However, there has been a worrying concern from both employers and educationists that the employees and graduates, respectively, have poor English language skills. The aim of this study was to establish the existing gaps between stated government policies on the syllabus coverage in teaching of English in secondary schools in Kenya on one hand and on the other the actual school practices during the implementation of these policies. This study was based on structural functionalism theory by Durkheim. It adopted descriptive research design which was carried out in public secondary schools in Nairobi County. The study had a target population of 480 from 60 Schools which included: the heads of English department and teachers of English. The study employed purposive sampling where the schools’ Heads of English Department (HODs) and teachers of English were purposively sampled into 62 respondents composed of 8 HODs and 56 teachers. Questionnaires and observation checklists were used to collect data. The qualitative data was grouped into different categories depending on the responses given by the respondents. Those categories helped in establishing themes. Through the use of the statistical package for social sciences (SPSS) program, quantitative data was analyzed using descriptive statistics percentages, frequencies, and tables where appropriate. The Key finding in this study was that all the government policies on coverage of syllabus during teaching of English were not being fully implemented as required. The study recommended that teachers of English access regular professional development programs to enhance their teaching and acquire skills to enable them overcome some of the challenges they were facing during the coverage of the English syllabus during teaching; The Kenya National Examination council (KNEC) is to come up with an oral exam and a listening exam to help students achieve communication competence in English.

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Ireri, Kioko, and Jimmy Ochieng. "Politicians in Newspaper News: Who Attracts Coverage in Kenyan Politics." International Journal of Press/Politics 25, no. 4 (April 30, 2020): 675–91. http://dx.doi.org/10.1177/1940161220915719.

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The present research examines the coverage of 349 Kenyan politicians in four English national newspapers between 2013 and 2017. Within the contexts of media coverage based on news values, and reporting as a mirror of political reality, the study investigates whether gender, tribe, party size, seniority, committee or party leadership, commenting on corruption and devolution, and criticizing the government predicted the visibility of members of parliament (MPs) in newspaper news. Findings show that seniority, committee or party leadership, commenting on devolution and corruption, and criticizing government emerged as the main predictors of the parliamentarians’ coverage in news media. Overall, committee or party leadership, commenting on corruption, and criticizing the government were the strongest determinants of the MPs coverage.

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Paul, Atina Omayio. "Keeping religion out of a conflict: Learning from the Kenyan Church." International Journal of Sociology and Anthropology 7, no. 2 (February 28, 2015): 38–45. http://dx.doi.org/10.5897/ijsa2014.0589.

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John, N. Ndungu, N. Wachira Francis, Njau Peter, Okwaro Henry, Obiero Hannington, K. Lelgut David, and G. Kinyua Miriam. "Genetic diversity study of Kenyan cassava germplasm using simple sequence repeats." African Journal of Biotechnology 13, no. 8 (February 19, 2014): 926–35. http://dx.doi.org/10.5897/ajb12.2426.

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Gaya, Gaya. "Variation of alkaloids in the Kenyan Zanthoxylum gilletii (De Wild Waterman)." African Journal of Plant Science 7, no. 9 (September 30, 2013): 438–44. http://dx.doi.org/10.5897/ajps2013.1008.

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Gladys, Kemunto Onyambu, Maranga Rosebellah, Ndungu Mary, M. Mkoji Gerald, P. G. Kareru, and Wanjoya Anthony. "GC-MS analysis of pesticidal essential oils from four Kenyan plants." African Journal of Biotechnology 14, no. 13 (April 1, 2015): 1158–66. http://dx.doi.org/10.5897/ajb2014.13966.

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Winnie, Chemutai Sum, Abwao Indieka Stephen, and Clement Matasyoh Josphat. "Antimicrobial activity of Basidiomycetes fungi isolated from a Kenyan tropical forest." African Journal of Biotechnology 18, no. 5 (January 30, 2019): 112–23. http://dx.doi.org/10.5897/ajb2018.16660.

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Journal articles on the topic 'Kenyan English'

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