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1
Nzunga, Michaël Peter Kipande. "La situation linguistique au Kenya : l'importance du choix et du statut des langues dans le développement intégral." Toulouse 2, 1994. http://www.theses.fr/1994TOU20009.
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La premiere partie de cette these expose la situation linguistique au kenya, avant la colonisation britannique. A cette epoque, c est l unilinguisme qui reigne au sein de chacune des 36 ethnies kenyannes. Le regime etablit de nouveaux systemes economique et politique. Ceci provoque la desintegration des institutions traditionnelles, et entraine (inevitablement) des changements linguistiques. Notre enquete sur le terrain revele qu actuellement le kiswahili (langue nationale) et l anglais (langue officielle) dominent les autres langues sur le terrain. Nos propositions du statut qu il convient de donner a chaque langue (dans la derniere partie de la these), sont basees sur les revelations de notre enquete. Cette nouvelle politique linguistique permettra de se debarrasser de la domination de la masse populaire par l elite bilingue, d eviter la disparition des langues minoritaires et d integrer les langues locales dans le developpement authentique et integral du kenyaThe first part of this thesis is devoted to an account of the linguistic situation in kenay, before the colonisation by britain. During this period, each one of the 36peoples uses its own ethnic language. The colonial regime establishes new economic and political systems. This triggers the disintegration of the traditional institutions, and (inevitably) leads to linguistic changes. Our research reveals that actually kiswahili (national language) and english (official language), dominate the other languages. Our propositions, as to what status each language should have, are based on the results of our research. The new language planning should lead to the elimination of the dominationof the mass by the bilingual elit, save the minority languages, and facilitate the integration of local languages in an authentic and total development of kenya
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Ferrari, Aurélia. "Description et analyse sociolinguistique du sheng, langue mixte parlée à Nairobi (Kenya)." Paris, INALCO, 2005. http://www.theses.fr/2005INAL0004.
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Cette thèse consacrée à l'étude du parler sheng part de l'hypothèse qu'il s'agit d'un swahili véhiculaire qui, au contact de nombreuses langues (en autre, anglais et langues locales) et en l'absence d'un nombre important de locuteurs légitimes a permis en l'espace de 40 ans, l'émergence d'une langue urbaine hybride devenue langue première chez des enfants et des jeunes des quartiers pauvres. Il s'agira, par la description et la comparaison avec les autres systèmes linguistiques en contact, de prouver qu'il s'agit d'une langue à part entière possédant une structure propre. Cette structure est en partie mais non totalement fixée du fait de sa jeunesse et de son contact toujours permanent avec les langues qui en sont à son origine. L'analyse sociolinguistique exposera les pratiques, les représentations linguistiques et les vecteurs de la propagation du sheng, dont le rap local qui jouerait un rôle non négligeable. Cette thèse comporte également une analyse des types d'erreurs liées à la pratique du sheng dans les rédactions en swahili d'élèves des quartiers pauvres de Nairobi. Une analyse ici est entamée sur le fait que des situations en partie semblables bien que basées sur des langues totalement différentes peuvent engendrer des phénomènes plus ou moins comparables, d'où l'importance de la recherche sur les langues nouvelles hybrides telles le nouchi d'Abidjan, le francolof de Dakar ou l'hindoubill de BrazzavilleThis doctoral dissertation concerning the study of Sheng, starts with the hypothesis that Sheng comes from a vehicular Swahili which in contact with others languages (local and international languages) and in absence of an important number of legitimate speakers, has become, in about 40 years, a new urban mixed language. This language has grown to be the first language of some children and young people in poor areas. This study will show by the description and the comparison with others linguistic systems in contact that Sheng can be considered as a language on its own, with its own structure. . . . ). The socio-linguistic analysis will set out the linguistic practices and representations and the vectors of Sheng spreading, among others the local rap which doesn't have a negligible function. This thesis contains also an analysis of the error types linked with Sheng practice in Swahili dissertations of students in schools of poor areas of Nairobi. A hypothesis here is done concerning the fact that situations partly similar although based on different language groups can create phenomenon more or less comparable. Accordingly, the research on new mixed languages as Nouchi in Abidjan, Franlof in Dakar or Hindoubill in Brazzaville should developed and has to be taken seriously
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Otieno, Teresa Atieno. "La langue luo parlée au Kenya : description systématique et étude contrastive avec le français." Bordeaux 3, 2009. http://www.theses.fr/2009BOR30078.
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Le Kenya est un pays multilingue. Il compte 42 langues ethniques, une langue véhiculaire, le Kiswahili, une langue officielle, l’anglais, et une variété argotique, le sheng’. Notre recherche fait une description de la langue luo parlée à l’ouest du Kenya pour définir sa structure, selon la méthode de l’analyse fonctionnelle d’André Martinet. Cette description est présentée en 8 chapitres. L’étude de la phonologie décrit la façon originale dont le luo utilise les ressources phoniques pour assurer la communication. L’inventaire expose les classes de monèmes définis sur la base de leurs compatibilités. La présentation de chaque classe comporte une étude morphologique. Les 3 chapitres traitant de la morpho-(pho)nologie décrivent les alternances vocalique et consonantique et débouchent sur la formulation des règles les régissant. La syntaxe aborde les fonctions, plus précisément celles de sujet, de prédicat et d’objet, et la façon dont elles sont marquées. L’analyse du lexique englobe la synthématique qui décrit les synthèmes, ou groupements de « monèmes liés », la réduplication, les emprunts et ce que nous appelons dans cette étude, les mots « passifs » en luo. Le dernier chapitre traite de la linguistique appliquée à la didactique du FLE en faisant une étude contrastive entre le luo et le français. Cette étude met en lumière les difficultés ou les facilités rencontrées par les luophones dans l’apprentissage du FLEKenya is a multilingual country with 42 ethnic languages, a national language, (Kiswahili), an official language (English), and a slang language (Sheng’). In this work, we are describing the Luo language spoken in the western part of Kenya. A functional analysis, organized in 8 chapters, is presented according to the method recommended by André Martinet. The chapter on phonology gives a description of the way Luo uses the phonetic resources to communicate. The classification contains a list of monème (morpheme) classes defined on the basis of their possibilities of combination. Each class is presented with a morphological analysis where necessary. The three chapters dealing with morphophonemics describe the vowel and consonant changes and lead to the rule formation that governs them. The chapter on syntax describes the functions of the monèmes, that is, of the subject, the predicate and the object, and the types of markings. The lexical analysis covers synthématique analysis, describing the synthèmes, i. E. The grouping of “bound monèmes” which behave as simple monèmes (in composition, derivation, or idiomatic expressions), reduplication, loan words and what we have referred to in this study as “passive words”. The last chapter deals with applied linguistics, that is, sociological aspects and didactics, and attempts to compare the phonetic systems and the syntax of Luo and French. The comparative study highlights the advantages for and the difficulties encountered by Luo speakers when learning French as a foreign language
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Kyuma, Bernard Nzuki. "Les causes de l'abandon de l'étude du français au Kenya : étude didactique et sociolinguistique." Thesis, Université de Lorraine, 2015. http://www.theses.fr/2015LORR0234.
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Cette thèse est à la première recherche doctorale menée au Kenya sur les causes de ladiminution des apprenants de français langue étrangère à l‘école secondaire. Elle analyse lecontexte d‘apprentissage des langues au Kenya : leurs origines, leurs usages, leurs usagers et lesrelations didactique, professionnelle, sociétale, économique et culturelle entretenues par leKenya avec les pays voisins. La coexistence des langues au Kenya présente des usages et desimportances variés. La langue française s‘inscrit dans cette société plurilingue et y est enseignéede l‘école primaire au niveau supérieur.Cette étude souligne les liens qui existent entre la situation sociolinguistique etl‘approche didactique du français langue étrangère. Elle présente l‘origine de la langue françaisedans ce pays anglophone, depuis la période de l‘esclavage, ainsi que la politique linguistiquedans le système éducatif du Kenya. Elle essaie de montrer l‘image du français dansl‘enseignement et l‘apprentissage. Les attitudes face au français et son image sont discutées.Sept acteurs responsables du français au Kenya et 64 enseignants de français ont étéinterviewés et 179 apprenants de FLE de l‘école secondaire ont répondu à un questionnaire. Lesquestions portaient sur l‘abandon, le choix et l‘enseignement de l‘étude du français à la fin de ladeuxième année de l‘école secondaire.Les résultats font apparaître que plusieurs facteurs poussent les apprenants à abandonnerou au contraire à poursuivre l'étude de la langue française. D‘une part, ceux qui abandonnent lefont à cause de plusieurs matières enseignées à l‘école secondaire et d‘autre part, ceux quipoursuivent le font grâce à l‘amour de la langue française. L‘étude a également permis d‘établirque la langue française, même si elle n‘est pas la seule langue étrangère présente et enseignée àl‘école secondaire au Kenya, est la langue la plus enseignée et préférée de l‘école primairejusqu'aux études supérieures.À l‘inverse, la diminution du nombre des apprenants de français a été constatée commela plus forte en troisième année dans des écoles secondaires. L‘étude a également montré ladémotivation des apprenants du français en cours dans les écoles secondaires kenyanes, situationqui fait que les effectifs, importants lors de l‘inscription initiale, se dégradent au niveauuniversitaire et dans les Alliances FrançaisesThis thesis is the first doctoral research conducted in Kenya on causes of declinein French foreign language learners in high school. It analyzes the context of language learningin Kenya: their origins, their uses, their users and the didactic relations, professional, social,economic and cultural, maintained by Kenya and its neighboring countries. The coexistence oflanguages in Kenya has a variety of uses and importance. French language is part of thismultilingual society and is taught from primary school to higher level of learning.This study highlights the links between the sociolinguistic situation and didactic approachof French language. It shows the origin of French language in this English-speaking country,from the era of slavery and language policy on education in Kenya. It tries to show the image ofFrench in teaching and learning. Attitudes to French language and its image are also discussed.Seven French key officials in Kenya and 64 French teachers were interviewed. 179French learners from high school answered a questionnaire. The questions focused ondiscontinuation of the language and choice to continue the learning of French language at the endof the second year of high school.The results show that several factors are pushing students to drop or otherwise pursue thestudy of French language. First, those who drop out do so because of many subjects taught inhigh school and secondly, those who continue to learn, is because of the love of Frenchlanguage. The study also revealed that although French is not the only foreign language taught inhigh schools in Kenya, it is the most preferred by students from primary school through toinstitutions of higher learning.However, the decrease in the number of French learners was seen to occur a lot in thethird year of high school. The study also showed lack of motivation from French learners insecondary schools, a situation that makes the number decrease from the initial registration; fromform one to form four. The same scenario is noted in regard to French learners in Kenyanuniversities and at Alliances Française in Kenya
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Luffin, Xavier. "Un créole arabe: le kinubi de Mombasa :étude descriptive." Doctoral thesis, Universite Libre de Bruxelles, 2004. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211199.
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Les Nubi, une communauté musulmane répartie principalement entre l'Ouganda, le Kenya et la Tanzanie, sont originaires du Sud du Soudan. Ils sont arrivés à la fin du 19ème siècle en Afrique de l'Est, mais ils sont conservé leurs traditions et surtout leur langue :le kinubi. Il s'agit d'un créole arabe, proche du parler de Juba (Soudan), fortement influencé par le kiswahili (et l'anglais). Le but de cette recherche est de comparer le parler de Mombasa à ceux de Kibera (Kenya) et de Bombo (Ouganda), et d'analyser l'importance et les causes de l'influence du kiswahili sur cette langue, sur le plan du vocabulaire et de la grammaire. The Nubi, a Muslim community living mainly in Uganda, Kenya and Tanzania, originate from Southern Sudan, which they left at the end of the 19th century. They kept their traditions alive, as well as their language :the Kinubi. This language is an Arabic based Creole, related to Juba Arabic (Sudan) but strongly influenced by Swahili (and English). Our aim is to compare the Kinubi spoken in Mombasa with the one of Kibera (Kenya) and Bombo (Uganda), and to analyze the way Swahili influences this language, in both vocabulary and grammar, as well as the reasons of this phenomenon.
Doctorat en philosophie et lettres, Orientation langue et littérature
info:eu-repo/semantics/nonPublished
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Were, Vincent Otaba. "Aspects des réseaux transfrontaliers à Busia (Kenya / Ouganda) : analyse des pratiques et des représentations sociales des langues." Besançon, 2009. http://www.theses.fr/2009BESA1021.
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Cette thèse se situe dans le courant des recherches qui portent sur les représentations (Moscovici, 1961 ; de Lauwe, 1969 ; Doise, 1979 ; Jodelet, 1989 ; Abric, 1989 ; Boyer, 1991) et les réseaux sociaux (Barnes, 1954 ; Boissevain, 1968 ; Milroy, 1980 ; Elkaïm, 1987 ; Colonomos, 1995). Elle a pour objectifs d’enquêter sur les représentations et le statut des langues afin de dresser une typologie de la situation de contact de langues dans la ville frontalière de Busia (Kenya/Ouganda). Elle étudie également ce que les populations entendent par le mot « frontière » et tente de déterminer les types de réseaux transfrontaliers existants. Les méthodes utilisées pour recueillir les données (questionnaires et entretiens) empruntent à la sociologie (Caplow, 1970), car les méthodes sociologiques sont aussi des outils fondamentaux pour l’analyse sociolinguistique - dans notre cas, le multilinguisme. L’Afrique s’est intégrée en CER (Communautés Economiques Régionales) sans tenir compte des questions de gestions des langues dans les zones frontalières. Cette ville frontalière a été choisie comme une étude de cas parce qu’elle est une zone d’échanges économiques, de communication et de contacts multiples entre différentes couches populaires frontalières de l’Afrique de l’Est. En raison de cette mobilité, elle est au coeur des pratiques langagières, des politiques linguistiques et donne ainsi à comprendre la façon dont les langues en cours d’utilisation sont psychologiquement représentées, leur influence sociale et sociologique. Savoir, par exemple, de quelle manière les langues se complètent ou s’affrontent dans la pratique de tous les jours, permet de suggérer aux décideurs politiques des mesures appropriées en vue de permettre un meilleur développement du pays et des populationsThis thesis falls within the context of research on representation (Moscovici, 1961; de Lauwe, 1969; Doise, 1979; Jodelet, 1989; Abric, 1989; Boyer, 1991) and social network (Barnes, 1954; Boissevain, 1968; Milroy, 1980; Elkaïm, 1987; Colonomos, 1995). Its objectives are: to study language status and representation with the aim of highlighting the typology of language contact in the border town of Busia (Kenya /Ouganda). It also seeks to conceptualise what the people in this border town understand by the word « border », and consequently, determine the kind of cross border networks that exist. Data collection methods used in this research (questionnaires and interviews) are borrowed from sociology (Caplow, 1970). This is because methods used in sociology are equally useful tools in sociolinguistic analysis - multilingualism in this case. Africa has integrated itself into different RECs (Regional Economic Communities) without concrete measures on language issues in place, especially in border areas. Busia border town is a good case study because it is a place for trade, communication and numerous networks between different classes of cross border and East African people. Due to this mobility, linguistic issues like language practice and policy arise. It also leads to understanding how languages used in daily communication are psychologically perceived, as well as their social and sociological influence. Knowing languages that are complementary to one another and/or in competition in day to day practice is useful in the sense that researchers can use it to propose appropriate measures that should be taken by political leaders. This is because countries’ and peoples’ development goes hand in hand with language
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M'Mbogori, Freda Nkirote Joy. "Population and Ceramic Traditions : Revisiting the Tana Ware of Coastal Kenya (7th-14th Century AD)." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100185/document.
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Cette thèse se démarque des études traditionnelles des assemblages céramiques archéologiques conduites au Kenya qui mettent l’accent sur les décorations et les formes. L’approche ici privilégiée est l’approche technologique. Elle a pour objectif d’offrir des informations additionnelles sur une poterie dont la caractérisation ethno-linguistique soulève des débats contradictoires. Cette thèse pose la question de l’origine de la « Tana Ware » (7ème siècle avant JC), où le terme de « ware » décrit un ensemble d’attributs intrinsèques (style et matériau). En appliquant l’approche technologique à la Tana ware, cette recherche a pour objectif : -d’une part de tester l’hypothèse d’Abungu (1989) d’après laquelle la Tana ware est une production des groupes Cushitic,-d’autre part de tester l’hypothèse de Chami (1994) d’après laquelle la Tana ware est une production des groupes Bantu.La thèse ici présentée aboutit aux résultats suivants : 1. La Tana Ware a été faite par des groupes Bantu ; 2. Le groupe Meru-Tigania dont la tradition est proche de celle de la Tana ware pourrait correspondre à un groupe qui vécu sur la côte jusqu’au 17ème siècle ; 3. Les décorations de la Tana ware ont été empruntées auprès des Cushitic. Cette thèse avance que ces emprunts sont issus d’interactions entre les deux groupes ethnolinguistiques durant l’âge de fer ou même avant ; 4. les interactions entre les deux groupes ont pu être de l’ordre non seulement du contact, mais aussi du mariage, la technique de façonnage du colombin pour faire le bord, telle qu’elle est observable sur la Tana ware, ayant pu résulter d’un emprunt auprès des Cushitic. Cet emprunt pourrait précéder l’âge du Fer et ne concerner qu’une partie du groupe Bantu. Les résultats obtenus au cours de cette thèse ouvrent dès à présent de nouvelles perspectives pour identifier les groupes ethnolinguistiques qui ont participé au peuplement du Kenya. En particulier, ils invitent à revoir les assemblages céramiques Urewe, Kwale et Gatung’ang’a considérés jusqu’à présent comme des marqueurs de l’expansion BantuThis thesis is a departure from the traditional archaeological pottery analysis in Kenya, where emphasis has been on decorations and forms. It uses a technological approach to offer additional information on Bantu pottery whose social boundary has been a cause of disagreement between different researchers. Pottery decorations and forms have been/are still powerful instruments in defining archaeological spatial and temporal distribution of prehistoric populations, but the ability of these attributes as social boundary markers is limited by their overt visibility on the finished product. Whilst this explicit visibility is an advantage for archaeologists who seek to explore temporal and spatial distributions of different wares, it is also disadvantageous since it makes it possible for communities which are socially, ethnically, and linguistically distinct to copy from each other hence making these two salient pottery features unreliable indicators of social boundaries. Therefore, this study puts emphasis on the forming stage, which is not obvious on the finished product and must be learnt by apprenticeship only through kinship, as demonstrated by numerous ethnographic studies. Using chaîne opératoire as an analytical tool for archaeological material and ethnographic, experimental and ethno-historical data as reference and interpretive tools, this study sought to establish the social boundaries of makers of Tana ware which is a disputed Iron Age pottery of Bantu speakers. Some archaeologists attribute its origins to Bantu speakers whilst others attribute it to Cushitic speakers. Archaeological data was collected from Manda and Ungwana sites assemblages and ethnographic reference data was collected from Cushitic and Bantuspeakers from the Coastal and Highland regions of Kenya. Ethno-historical data was derived from library resources while experimental data were obtained from the field. This study demonstrated that due to the nature of archaeological peopling and interactions which exposed different ethnolinguistic groups to material cultures of the other, borrowing of cultural traits took place causing distinct populations to have pottery of similar decorations and forms. It has also demonstrated that pottery chaîne opératoire can show population continuity or discontinuity from archaeological to modern times. Most importantly, this thesis has demonstrated that Tana ware has its origins from Bantu speakers, and that its decorations have their origins from Cushitic speakers. It has also confirmed the movement of Meru ethnic group from the Coast of Kenya to Mt. Kenya region, by providing tangible data to linguistic, historical and oral evidences. The last part of this work gives directions of future research on pottery analysis in Kenya, and outlines some questions pertaining to Bantu and Cushitic speakers which remain to be answered
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Oyugi, Caroline. "L'appropriation de la parole en langue étrangère." Phd thesis, Université de Franche-Comté, 2013. http://tel.archives-ouvertes.fr/tel-00876449.
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La langue étant un système formel par rapport à l'interaction verbale, cette étude s'intéresse à illustrer comment le sujet se construit dans le langage par la parole. L'être humain n'a d'accès à lui-même que dans l'ordre symbolique qui le reçoit sous la forme du langage. En dépit de la médiation de l'institution symbolique qui fournit des repères aidant le sujet à reconnaître non seulement des enchaînements opératoires à exécuter mais aussi des postures à adopter favorisant sa réalisation, le contact avec autrui et l'interaction avec la langue fait valoir le sujet comme divisé par son propre discours. L'expression orale, quant à elle, est comprise non seulement comme moyen de communication mais aussi comme intermédiaire à l'apprentissage. L'étude explicite davantage la place accordée non seulement à la production de nature orale mais aussi à sa pratique dans le contexte éducatif spécifique au Kenya
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Jao, Lester Mtwana. "Enseignement/apprentissage de la composante orale à travers Parlons français, méthode de FLE élaborée au Kenya à partir de la problématique de l’approche communicative." Thesis, Pau, 2011. http://www.theses.fr/2011PAUU1015/document.
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La plupart des langues enseignées comportent deux composantes : la composante écrite et la composante orale. Cette dernière, communément appelée « oral », ne semble pas préoccuper beaucoup de chercheurs en didactique du FLE au Kenya. C’est plutôt la composante écrite de la langue qui fait l’objet de la plupart des recherches réalisées par des chercheurs en didactique du FLE dans ce pays. Si quelques chercheurs osent aborder la composante orale, ils traitent de son enseignement/apprentissage en général. Des études portant sur l’enseignement/apprentissage de la composante orale dans une méthode de FLE donnée sont inexistantes au Kenya. D’où notre intérêt à la présente étude, qui a pour but d’établir si, et dans quelle mesure, la méthode Parlons français est fidèle aux principes et exigences de l’approche communicative, méthodologie d’enseignement des langues étrangères sur laquelle ses concepteurs se sont basés. Plus particulièrement, dans cette étude les questions suivantes sont au premier plan de nos préoccupations : En quoi Parlons français se conforme-t-elle aux principes et exigences de l’approche communicative relatifs à l’enseignement/apprentissage de la composante orale en FLE ? Quelle est la place accordée à l’oral et à l’oralité dans cette méthode et comment se manifestent ces deux variantes de la composante orale ? Quelles difficultés les enseignants et apprenants de FLE utilisant Parlons français dans l’enseignement/apprentissage de la composante orale rencontrent-ils dans les écoles kenyanes ? La présente étude se propose d’apporter des réponses à ces questionsMost languages taught consist of two components: the written and oral components. The latter, commonly referred to as “oral”, does not seem to interest many researchers of French as a Foreign Language in Kenya. In this country most researches conducted in the area of French as a Foreign Language focus mainly on the written component of the language. The few researchers who have ventured into the oral domain have dealt mainly with the teaching and learning of the oral component of language in general. It is noteworthy that studies on the oral component in a given French textbook in Kenya have not yet been carried out. This is what prompted us to undertake this study, which generally aims at determining the extent to which Parlons français conforms to principles and requirements of the Communicative Approach – the teaching methodology on which this textbook is based. In particular, in this study we ask ourselves the following crucial questions: In what way does Parlons français conform to principles and requirements of the Communicative Approach regarding the teaching and learning of the oral component of French as a Foreign Language? What importance is accorded to “oral” and “oralité” in this particular textbook? How are these two facettes of the oral component presented in the textbook? What difficulties do teachers and learners of French using Parlons français in the teaching and learning of the oral component encounter in Kenyan secondary schools? Our study seeks to provide answers to these questions
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Musau, Paul M. "The liberalization of the mass media in Africa and its impact on indigenous languages." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-92283.
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Mass communication through the print and the electronic media has not been spared by the post-Cold-War wind of change that is sweeping across Africa and the rest of the world. According to Wilcox (1974: 37), in 1974 over 70 percent of all the newspapers that were printed in Africa were government-owned; in the same year, almost all radio and T.V. stations were owned by government. In the changing socio-eonomic climate, however, a state monopoly of the mass media in many Sub- Saharan African countries is now a thing of the past (see for instance, Bourgault 1995). Where, for example, there used to be only one or two newspapers owned by the government or the ruling party, there now exists a plethora of privately owned competing newspapers and other publications; and where there used to be only one sycophantic radio and T. V. station owned by the government, there now exist several radio and T. V. stations, many of them privately-owned commercial broadcasters. The general philosophy behind the liberalization of the mass media is what has come to be called `the freedom of speech`. Citing the liberalization of the electronic media in Kenya, this paper argues that the liberalization of the media in many Sub-Saharan countries has not been matched by policies that encourage the entrenchment, spread and full utilization of African indigenous languages. It is further argued that the lack of media policy that favours African indigenous languages is likely to lead to negative consequences for the languages of Africa.
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Ogechi, Nathan Oyori. "Publishing in Kiswahili and indigenous languages for enhanced adult literacy in Kenya." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91659.
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This paper argues a case for the preparation of reading materials in Kiswahili and other African languages in order to enhance adult education in Kenya. Adult education clientele are defined as those aged over 15 who (a) were either never enrolled in primary schools or dropped out before completing and (b) `graduated` and currently participate in community extension services. Cognisance of mothertongues as the best languages to begin basic literacy is taken. However, since the literacy so acquired should be useful to the individual at both local and national levels, one needs Kiswahili for wider communication. Therefore, reading materials, especially for post literacy and adult literacy teacher training should be in Kiswahili. This will not only guard against relapsing to illiteracy and misinformation but will also alleviate the scarcity of reading materials in the face of hard economic times in Kenya.
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Koske, Lily Chemutai. "La pragmatique de l'écrit en français de spécialité : cas du français pour le tourisme, hôtellerie et restauration dans les universités kenyanes." Electronic Thesis or Diss., Université de Lorraine, 2019. http://www.theses.fr/2019LORR0216.
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En raison de sa focalisation sur l’enseignement du français du tourisme, de l’hôtellerie et de la restauration (FTHR), cette étude se situe dans le champ de l’enseignement des langues de spécialité. Dans ce domaine, l’enseignement se veut fondé sur les besoins de l’apprenant et c’est en partant de cette prémisse que nous avons cherché à déterminer si le français écrit faisait partie des besoins de l’apprenant en FTHR dans le contexte kenyan. Pour ce faire, nous avons voulu déterminer les besoins immédiats et à venir des apprenants du FTHR. L’établissement des besoins immédiats était basé sur le discernement des attentes et des motivations des apprenants en ce qui concerne leur apprentissage du FTHR. Par ailleurs, l’établissement des besoins ultérieurs reposait sur la détermination de leurs aspirations professionnelles ainsi que sur les compétences effectivement requises sur les marchés du travail ciblés. Pour établir ces besoins, nous avons recueilli des données auprès de quatre catégories de personnes : les étudiants inscrits aux programmes de formation de tourisme, hôtellerie et restauration (THR) dans les universités kenyanes, les enseignants impliqués dans ces programmes, les anciens étudiants qui ont suivi le FTHR dans les universités kenyanes et, enfin, les professionnels travaillant déjà dans les secteurs du THR. Pour cela nous avons utilisé des questionnaires et mené des entretiens individuels et collectifs. Nous avons ensuite analysé les données de manières quantitative et qualitative. Les données recueillies ont révélé que les facteurs qui motivent les étudiants à apprendre le français étaient principalement de nature pragmatique. Elles ont également mis en évidence que l’expression orale était la compétence la plus souhaitée par les apprenants. De plus, l’analyse des métiers exercés par les professionnels dans les secteurs du THR et celle des compétences requises révèlent que le français écrit est peu nécessaire sur le marché du travail, voire inutileBecause of its focus on the teaching of French for tourism, hospitality and catering (FTHR), this study is situated in the teaching of language for special purposes. In this field, the teaching is designed to be based on the needs of the learner and it is on the basis of this premise that this we sought to find out whether writing is part of the learner’s needs in FTHR in Kenya. To do this, we endeavoured to determine the needs to find out the immediate and future needs of the FTHR students. The establishing of immediate needs was based on discerning the expectations and the motivation of the students concerning the learning of FTHR. On the other hand, establishing the future needs relied on finding out their professional aspirations as well as the actual competences required in the targeted job markets.To establish these needs, we collected data from four categories of people: students enrolled in the bachelor of tourism and hospitality programs in the Kenyan universities, teachers in charge of these programs, old students who did FTHR in the Kenyan universities and finally the professionals already working in the tourism and hospitality sectors. We did this by means of questionnaires, individual and collective and interviews. We then analysed the data both quantitatively and qualitatively. The data collected revealed that the factors that motivate students to learn French are mainly pragmatic in nature. The study also demonstrated that oral expression is the most desired competence by the students. In addition to that, analysis of the jobs exercised by the professionals and the competences required reveal that very little written French, if any is needed at the job market
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Ogutu, James Nyangor. "Espace géoculturel, écriture, texture et l'enseignement du français écrit en contexte kényan." Besançon, 2009. http://www.theses.fr/2009BESA1010.
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Cette thèse est une étude de l’écriture/texture dans l’espace géoculturel kényan. Partant du constat que l’écriture caractérise de manière singulière la vie humaine, elle décrit l’écriture dans le contexte kényan et africain, et propose des pistes pour une didactique de l’écrit plus adaptée aux réalités du terrain. Pour ceci, la thèse commente l’enseignement de l’écrit en français langue étrangère en s’appuyant sur des recherches menées au Kenya auprès des lycéens apprenant la langue de Molière. La construction du texte écrit s’effectue à l’aide de la grammaire, de la grammaire de texte. Cette grammaire de texte a deux composantes : la cohésion et la cohérence. L’étude montre que l’apprenant kényan du FLE possède des connaissances textuelles qui doivent être mieux valorisées pour améliorer, surtout, l’enseignement de la cohésion textuelle. Après avoir consulté les auteurs les plus influents en la matière, cette étude propose une ouverture sur l’interculturel et les langues étrangères. Elle se situe au carrefour des domaines des sciences du langage, didactique et sémiotiqueThis thesis is a study of writing and text in the Kenyan geocultural context. Inspired by the fact that writing and mankind’s history are closely related, the study presents writing from a Kenyan and African perspective while arguing for a more relevant approach to teaching writing skills. With a focus on French as a foreign language in Kenya, this work is based on research done among high school learners of writing skills in this language. The two major components of the written text, namely cohesion and coherence, are closely looked at under the banner of text grammar. Special attention is given to nominal anaphora as an aspect of textual cohesion. The study has consulted the biggest authors in its areas of interest and it observes, while making some pertinent proposals, that the Kenyan school system should better harness learners’ potential than it presently does. The study is a functional mix of linguistics, didactics and semiotics to promote a written culture as well as foreign language learning in the Kenyan context
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Wanina, David Odhiambo. "Stratégie d’aide à la production orale : cas d’étayage dans l’enseignement du français du tourisme et de l’hôtellerie en milieu universitaire kenyan." Thesis, Sorbonne université, 2020. http://accesdistant.sorbonne-universite.fr/login?url=http://theses.paris-sorbonne.fr/2020SORUL034.pdf.
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La présente étude s’inscrit dans le domaine de la didactique des langues. Elle a porté sur l’usage d’étayage dans l’enseignement de l’oral en classe du français sur objectifs spécifiques (FOS) en milieu universitaire kenyan, plus précisément le français du tourisme et de l’hôtellerie. Ainsi, nous nous sommes posé les questions suivantes : 1) les enseignants du FOS mettent-ils en œuvre les pratiques d’étayage en classe ? 2) Si oui, quelles sont les formes d’étayage employées par eux en classe ? 3) Quelles sont les fonctions d’étayage mises en pratique en classe par ces enseignants ? 4) Les pratiques d’étayage observées en classe sont-elles en conformité avec celles déclarées par eux ? L’étude a eu les objectifs suivants : 1) établir si oui ou non les enseignants mettent en œuvre les pratiques d’étayage en classe du FOS ; 2) préciser les formes d’étayage en usage en classe du FOS au Kenya ; 3) déterminer les fonctions d’étayage mises en pratique dans la classe du FOS ; 4) confronter les pratiques d’étayage observées à celles déclarées par les enseignants. La présente étude a été basée sur l’hypothèse de l’interaction conçue par Long (1983). La population d’étude a été constituée d’enseignants et étudiants de 10 universités publiques kenyanes. Nous avons eu recours à l’échantillonnage stratifié non proportionnel pour constituer l’échantillon de l’étude. Nous avons utilisé l’observation de classe et le questionnaire pour collecter des données. Grâce à la convention ICOR, nous avons pu retranscrire les enregistrements des séances de classe. L’analyse des données du questionnaire a été effectuée par l’analyse de contenu et par le calcul des pourcentages et des fréquencesThis study is in the field of language teaching. It focuses on the use of Scaffolding in the teaching of oral skills in French for Specific Purposes (FSP) class at university level in Kenya. Our interest was focused on the use of this concept in the teaching of French for tourism and hospitality. So, we asked ourselves the following questions : 1) do FSP teachers implement Scaffolding practices in the class ? 2) If so, what forms of Scaffolding do they use in FSP class ? 3) What are the functions of scaffolding that are used in classroom by these teachers ? 4) Are the Scaffolding practices observed in the class in accordance with those declared by the teachers ? Our study was guided by the following objectives : 1) to determine whether or not teachers of FSP are implementing Scaffolding practices in class ; 2) to identify the forms of scaffolding used in FSP class in Kenya ; 3) to determine the functions Scaffolding used by teachers in the FSP class ; and lastly, 4) to compare the Scaffolding practices observed in class with those declared by teachers. This study was based on Interaction Hypothesis as proposed by Michael Long (1983). The population of this study included university lecturers and students of French for tourism and hospitality from 10 public universities in Kenya. A non-proportional stratified sampling method was to obtain the study sample. Class observation and questionnaire techniques were used to collect data. In order to transcribe the video recordings of the class sessions we used ICOR Convention. The data collected using the questionnaire was analyzed by the use content analysis and the results presented in terms of percentages and frequencies
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Luffin, Xavier. "Un créole arabe : le kinubi de Mombasa, Kenya /." Muenchen : Lincom Europa, 2005. http://catalogue.bnf.fr/ark:/12148/cb399831166.
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Muema, Daniel Mutuvi. "L'utilisation des activités ludiques dans l'enseignement du français langue étrangère au Kenya." Rouen, 2007. http://www.theses.fr/2007ROUEL558.
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Dans cette thèse, nous avons examiné la place du jeu et d’autres activités ludiques dans l’enseignement / apprentissage du F. L. E au Kenya. Nous avons remarqué que les professeurs se servant de ce genre d’activités en classe de F. L. E. Ont une approche plus communicative pour faire progresser les apprenants davantage. Ces activités ludiques donnent à l’élève l’occasion de pratiquer spontanément la langue par rapport aux exercices grammaticaux habituels, la traduction directe où l’enseignement est centré sur l’enseignant. Pour étudier la situation, nous avons analysé nos séances observées, les questionnaires destinés aux élèves et enseignants, les entretiens avec les enseignants observés, afin de mettre en lumière l’utilisation de ces activités ludiques au KenyaIn this thesis, we examined the position of language games and other fun activities in teaching / learning of French as a foreign language in Kenya. We noticed that teachers using such activities in their French class make learners more communicative by making them more creative as they participate more actively in their lesson (student centered) than when they use grammar exercises, direct translation, etc. (i. E. Teacher centered teaching method). To investigate the situation, we analyzed our class observations, questionnaires by students and teachers, interviews with the teachers we observed in class in order to highlight the use of these language games in Kenya
17
Issa, Nazra. "The Challenges of education in Kenya : A critical analysis investigating the access to multicultural education and access to indigenous languages taught in Kenyan school." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-45492.
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The present study aimed at analysing the role of socioeconomic factors in the unequal access to health care among Kenyans. Content analysis was utilised as the principal data analysis methodology, while systems theory guided the process of addressing the research question. Relevant data was obtained from scholarly sources published in credible databases. The findings identified several socioeconomic factors accounting for unequal access to health care in Kenya. Large household size, female-headed households, and lower social class were identified as the chief social factors contributing to this problem. Poverty, low family income, low level of education, and living in informal settlements were revealed as the main economic contributors of unequal health care access. Overall, the current study affirmed that health care disparities have become a substantial human right issue in Kenya due to a combination of socioeconomic variables, such as household size, household head, social class, living conditions, education level, and place of residence.
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Waweru, G. "Some effects of teaching and testing chemistry in three different Kenyan languages." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373741.
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Rudd, Philip W. "Sheng : the mixed language of Nairobi." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1409502.
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The purpose of this dissertation is to determine whether Sheng, a language spoken in the Eastlands area of Nairobi, Kenya, is a mixed language (incorporating Swahili, English and local vernaculars). The study focuses on the lexicon and morphosyntax, but social factors are examined as well. Three broad research questions are addressed: (1) Does Sheng have a core vocabulary separate from that of Swahili? (2) How do the system morphemes of Sheng compare with those of Swahili? And (3) in what manner does Sheng provide its speakers a new identity?With respect to question one, the core lexicon, like Russenorsk's, Trio-Ndjuka's and Michif's, manifests a nearly fifty-fifty split in Sheng (52% Swahili; 48% other), making it a mixed language lexically.As for question two, the analysis reveals that Sheng has a composite morphosyntax. No object or relative affixes are marked on the verb. Predicate-argument structure from English has provided a null relativizer. The aerial feature imperfective suffix -a(n)g- is preferred 68% of the time. Noun classes show convergence leveling. The marker ma- serves as the generic plural. The diminutive markers, (ka-, to-), constitute a complete non-Swahili subsystem. Consequently, Sheng is also a mixed language morphosyntactically.In reference to question three, a negative correlation exists between competence in Sheng and income and housing. Though the affluent display a negative attitude towardSheng, they agree with the lower socio-economic groups that Sheng has a communicative utility in metropolitan Kenya. A comparison of the usage in the different residential areas establishes that community-wide grammatical norms (i. e., stability) exist in Sheng. Over two decades without institutional support for Swahili provided a niche in which Sheng, a non-standard language variety, flourished and a new urban identity emerged.Eastlanders walk a linguistic tightrope, balancing between the labels mshamba (`rube') and Mswahili (`slick talker'). However, Sheng provides a sociolinguistic embodiment symbolizing what nuances their existence. Over time, speakers formed a new identity group, whose language was initially `off target' (1899-1963) but subsequently became deliberate postcolonially. Finally, the name of the language itself (Sheng < LiSheng < lish-eng < English) results from and is symbolic of this social transformation.Department of English
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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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Verra, Maria. "One Community, Two Countries, Many Languages : The Kenyan Community In Greece." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.527161.
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Geider, Thomas. "Die Figur des Oger in der traditionellen Literatur und Lebenswelt der Pokomo in Ost-Kenya /." Köln : R. Köppe, 1990. http://catalogue.bnf.fr/ark:/12148/cb36658017x.
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Oketch, Omondi. "Language use and mode of communication in community development projects in Nyanza province, Kenya." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2137_1182812003.
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The concept of community development is founded on the premise that changes in the living conditions of people are best effected by the people themselves. The term community evokes the idea of a homogeneous social group who can recognise their common interests and work together harmoniously for their common good. The concerns of the leading development agents and donors in the past two decades have been on empowering communities to participate in their own development by taking control of decisions and initiatives that seek to improve their living conditions. The zeal to address these concerns has in the past decade been pushed with such resounding statements that people&rsquo
s participation in development projects has not only been seen as a basic human right, but also as an imperative condition for human survival. It has been strongly argued in the UNDP reports that the overall development strategy is to enable people to gain access to a much broader range of opportunities.
From this perspective, development as a social activity seeks to ensconce economic liberalisation, freedom of association, good governance and access to free market economy as the guiding tenets of an improved life in all communities in the world. The realization of this dream posed a major challenge to many governments in the Third World and the 1980s saw the emergence of &lsquo
associational revolution&rsquo
&ndash
the proliferation of small-scale non governmental organizations (NGOs) with relative autonomy from the state. The mainstream development agencies perceived the NGOs as the best instruments to instigate changes in the living conditions of the poor and the disadvantaged people. For this reason, NGOs became increasingly instrumental in implementing development objectives in the rural and disadvantaged communities. Development in this sense consists of processes in which various groups are stimulated to improve aspects of their lives particularly by people from outside their community. This has drawn attention to how these outsider- development agents communicate development information particularly due to the sociolinguistic situation in many rural African communities. The real concern is with is that the target majority of the people in the rural areas are not speakers of the dominant languages of the development discourse, in most cases this is the official foreign languages taught in schools.
Communication is a fundamental part in community development programmes and language emerges as a key factor in effective communication and implementation of these programmes. While it is evident that social interactions are sustained by agreeable communicative principles, the role of language and the different mode of communication applied to development interventions have received very little attention from the parties concerned. This has yielded detrimental repercussions in the quality of interaction at the grassroots level. More often than not, it is assumed that once there is a common language, effective communication will take place and for this reason language use and mode of communication are never given much thought in the field of development interaction.
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Regier, Gerald Paul. "Transformative Leadership and Its Development in Public Service Reform in Kenya." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3366.
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Leadership on the African continent has been a focus of scholars as African nations have incredible human and natural resources but seem to be bereft of the leaders necessary to capitalize on its opportunities. Researchers acknowledge that the barrier to progress in the developing world is not the deficiency of money or natural resources, but suggested it to be the lack of leadership. Researchers have demonstrated reasons for this deficiency including the effects of the colonial system upon people and civil service systems, but have yet been able to establish a promising path to economic and social progress. Leaders in Kenya provided promising solutions in the national strategic plan, Kenya Vision 2030, to move it to a first world economy within 25 years. One of the foundations of the plan was public service reform with a flagship project to establish the Kenya School of Government to develop transformative leadership training and fill the leadership gap. The purpose of this study was to investigate, understand, and describe the process and progress of this strategic goal of Kenya's public service reform. The transformational leadership theory approach of Burns (1978) was used as the locus point for the study. Using a qualitative case study method, interview data were gathered from persons in Kenya who were integrally involved in the design and development of this strategic goal. The result of the analysis was that development of training for transformative leadership was an intentional goal which was seen as critical for national success. I described how the strategy was begun and implemented. Kenya and other developing countries may benefit from the results of this study as it provides a possible roadmap of leadership training for national progress.
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Adenekan, Olorunshola. "African literature in the digital age : class and sexual politics in new writing from Nigeria and Kenya." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3895/.
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Using wide-ranging literature and theoretical concepts published digitally and in print, this thesis will build the emerging picture of African literature in English that is being published in the digital space. The study will analyse the technological production of classed and sexualised bodies in new African writing in cyberspace by some of the young writers from Nigeria and Kenya, as well as writing from a few of their contemporaries from other African countries. This thesis will also analyse the differences between the agenda of the previous generation – including representation and perspectives - and that of a new generation in cyberspace. In the process, I hope to show how literature in cyberspace is asking questions as much of psychic landscapes as of the material world. To my knowledge, there is no substantive literary study done so far that contextualizes this digital experience.
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Ndungu, Francis Gitonga. "Vers l'acquisition de la morphosyntaxe du français chez les lycéens nairobiens : perspectives sociolinguistiques et didactiques." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0271.
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Cette recherche pseudo-longitudinale privilégiant une approche sociolinguistique et didactique s’inscrit dans le domaine du développement de l’interlangue à travers l’analyse des erreurs morphosyntaxiques du français. Notre public s’est compose des lycéens kenyans anglophones. Cela a été effectué au sein de la capitale du Kenya, Nairobi et de sa banlieue. Les entretiens sur le terrain comprenant des exercices descriptifs et conversationnels à l’oral et à l’écrit, ont mené à la description, l’analyse et l’étiologie des erreurs morphosyntaxiques en français langue étrangère (désormais FLE) dans les productions des apprenants dans un contexte lycéen. L’analyse de ce corpus écrit et oral a révélé les erreurs morphosyntaxiques écrites et orales en français les plus récurrentes ainsi que leurs causes chez les lycéens kenyans. Ce travail s’achève par l’élaboration de propositions didactiques à l’écrit et à l’oral présentant des pistes de réflexion sur la remédiation des erreurs morphosyntaxiques des lycéens kenyansThis research favoring a sociolinguistic and didactic approach is based on the development of interlanguage through the analysis of morphosyntactical errors in French by English speaking Kenyan high school students in Nairobi and its suburbs. Field research composed of descriptive and conversational oral and written exercises in French as a foreign language was carried out on selected high school students. This paved way to the description and analysis of morphosyntactical errors in French. The analysis of the written and oral corpus helped to identify the most recurrent morphosyntactical and written errors in French, as well as their etiology. This pseudo-longitudinal research culminated in suggested written and oral didactical activities aimed at the correction of these morphosyntactical errors
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Harries, James Osmar. "Pragmatic theory applied to Christian mission in Africa : with special reference to Luo responses to ‘bad’ in Gem, Kenya." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/15/.
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Linguistic research showing dependence on context in deriving language meaning discloses the integral linking of the Luo language with their departed ancestors and the upholding of customary laws. Meaning and impact being transformed in the process of translation from one context to another explains the severe limitations found in previous attempts at cross-cultural understanding between Western and Luo (African) peoples. Studying Luo people’s understanding of ‘bad’ in the light of the above reveals much that often remains invisible to Westerners. ‘Bad’ arises from the activities of ghosts acting through people’s hearts often as a result of breaking taboos. Cleansing, especially of ghosts, through prayer, keeping customary laws and salvation are used to counteract such ‘bad’. Conventional Biblical and mission hermeneutics are, in failing to account for pragmatic linguistics, found seriously wanting. Forces and powers being spiritually based in a monistic worldview amongst the Luo render clear cross-cultural communication with a rationalist and monotheist West impossible. Theological education based on African languages is advocated as the way to engage the challenges of Christianity with Luo ways of life in a way that will result in a deeply rooted African church, and a moral, vibrant, intellectually and economically active African society.
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Kalangi, Caroline. "Le Kenya National Drama Festival : identité culturelle dans un corpus dramatique anglophone et francophone." Thesis, Clermont-Ferrand 2, 2016. http://www.theses.fr/2016CLF20004/document.
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Cette étude vise à analyser la question de l’identité culturelle dans un corpus dramatique de seize textes écrits en français et en anglais par des Kenyans à l’occasion du Kenya National Drama Festival (KNDF). Tenant compte de l’histoire coloniale et du contexte post-colonial du Kenya, il s’est agi de relever dans ce corpus les marqueurs de la post-colonialité, à y identifier les thèmes majeurs et les traits constructifs de l’identité culturelle kenyane et à y déterminer les particularités culturelles. Dans une optique comparatiste, l’étude s’appuie sur les théories aussi bien post-coloniales que du théâtre. Les concepts post-coloniaux touchant la question de l’identité à travers la langue, la culture et la représentation sont identifiés et analysés dans le contexte kenyan. Pour cette raison, l’on s’est appuyé sur les travaux d’Edward Saïd, d’Homi K. Bhabha, de Chinua Achebe et de Ngugi wa Thiong’o. L’étude révèle que la population kenyane se trouve face à une multiplicité de choix culturels résultant de l’expérience coloniale, de nouvelles pratiques liées à la globalisation ainsi que des complexités et des défis de la vie quotidienne du monde moderne. Le KNDF s’avère un dispositif de sensibilisation du public aux nouveautés, de dénonciation des maux sociétaux et de promotion de normes culturelles africaines. Il apparaît ici que le recours aux langues européennes n’empêche pas de représenter des réalités culturelles locales. Le Kenya fait ainsi preuve d’une mobilité culturelle qui se manifeste dans la progression du système traditionnel vers une disposition mondialiséeThis study analyszes the representation of cultural identity in sixteen drama texts written by Kenyans in English and in French for the Kenya National Drama Festival (KNDF). Considering the colonial history and the postcolonial context of Kenya, the task involved identifying the postcolonial markers within the texts, identifying major themes and traits constituting a Kenyan cultural identity and determining specific cultural identity. Using a comparative approach, the study draws from both postcolonial and theatre theories. The postcolonial concepts touching on identity through language, culture and representation are identified and analyzed in respect to the Kenyan context. For this reason, the study narrows down to the theoretical works of Edward Saïd, Homi K. Bhabha, Chinua Achebe and Ngũgĩ wa Thiong’o. The study reveals that the Kenyan population is faced with a multiplicity of cultural choices brought about by the colonization experience, the new practices associated with globalization, as well as the complexities and challenges of daily life. The KNDF proves to be an avenue for sensitizing the public on new phenomena, for denouncing societal ills and for promoting African traditional norms. It is apparent that the use of European languages does not hinder the representation of cultural reality of the local society. Kenya therefore attests to cultural mobility seen in the progression from the traditional system towards a more globalized disposition
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Mackaya, Hubert. "Réalités historiques et univers romanesque dans l'oeuvre de Ngugi Wa Thiong'o." Montpellier 3, 1986. http://www.theses.fr/1986MON30056.
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L'ensemble des ecrits de ngugi a, pour arriere-plan, l'histoire du kenya. Weep not, child et the river between traitent de la vie des kikuyu avant et apres 1870, date de l'implantation des missionnaires au kenya. C'est le conflit des cultures du a l'opposition radicale entre les systemes des valeurs occidental et indigene. La guerre mau-mau des annees 1950 est au centre de weep not, child. La spoliation des terres est la principale cause de ce conflit. Ngugi rejoint ainsi l'histoire. A partir de 1967, l'ecrivain consacre son oeuvre a l'examen de la gestion de l'independance du pays. A grain of wheat marque la fin de l'idealisme et de l'optimisme des premiers romans. Avec a grain of wheat, petals of blood et devil on the cross, ngugi commente l'actualite quotidienne. L'auteur decrit une communaute kenyane, ou s'affrontent les dirigeants, excessivement riches et les masses, de plus en plus pauvres. L'auteur predit une autre revolte du type mau-mau. Le marxisme guide, ici, son analyse. Cependant, ngugi n'est ni un historien, ni un simple chroniqueur. Ses oeuvres sont, avant tout, des oeuvres de fiction, ou les evenements reels voisinent avec des situations fictives. La facon dont ces evenements sont narres constitue l'aspect le plus frappant de son oeuvre. Ayant choisi un mode de narration oblique, les histoires s'interrompent continuellement et le roman devient, alors, une suite d'enchassements un ensemble d'entonnoirs contenus les uns dans les autres. Le stream of consciousness est l'autre point fort de cette narration. La symbolique participe egalement au developpement des themes. A tout cela, l'auteur a su fondre une temporalite qui s'articule autour de la trialectique passe-present-futurHistory, especially kenyan history is the background of ngugi"s works of fiction. His first two novels the river between and weep not, child deal with the kikuyu way of life before and after 1870, when european first arrived in kenya. In the river between, ngugi is mainly concerned with the bump of civilisations that followed european settlement. Mau-mau war which took place in the 1950's is the main theme of weep not, child land expropriation is the cause ngugi gives to that conflicts. Ngugi's opinions fit with reality. Since 1967, ngugi is mostly concerned with the way kenya took after her uhuru. In his last three novels a grain of wheat, petals of blood and devil on the cross, the author depicts every day life in kenya and describes how problems affect people. To him. Kenyan society consists in two conflicting classes : those who lead the country and the masses. Leaders keep on getting richer and richer, while the masses go on becoming poorer and poorer. Indeed, says ngugi, 1952 revolution was a failure and another mau-mau-like war is unavoidable. In spite, of his concern with kenya's history and with every day life in kenya; ngugi remains a novelist and his work must be regarded as a work of fiction. He is not a historian. This is why in his novels historical facts and fictive situations are placed side by side. The way themes are related is one of the most striking points in ngugi's novels. Stories are often embedded and the novels become a series of "nests" containing one another. The stream of consciousness plays also an important part in his narration. So do symbols. Time is another concern for ngugi. For gim, past, present and future are linked
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Wagner, Casey L. "Restoring Relationship: How the Methodologies of Wangari Maathai and the Green Belt Movement in Post-Colonial Kenya Achieve Environmental Healing and Women's Empowerment." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3164.
Full textAbstract:
The effects of the colonial project in Kenya created multi-faceted damages to the land and indigenous people-groups. Using the lens of ecofeminism, this study examines the undergirding structures that produce systems such as colonization that oppress and destroy land, people, and other beings. By highlighting the experience of the Kikuyu people within the Kenyan colonial program, the innovative and ingenious response of Wangari Maathai's Green Belt Movement proves to be a relevant and effective counter to women's disempowerment and environmental devastation in a post-colonial nation. The approach of the Green Belt Movement offers a unique and accessible method for empowering women, restoring the land, and addressing loss of cultural identity, while also contributing a theoretical template for addressing climate change.
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Achieng-Evensen, Charlotte. "Young, Urban, Professional, and Kenyan?: Conversations Surrounding Tribal Identity and Nationhood." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/9.
Full textAbstract:
By asking the question “How do young, urban, professional Kenyans make connections between tribal identity, colonialism, and the lived experience of nationhood?,” the researcher engages with eight participants in exploring their relationships with their tribal groups. From this juncture the researcher, through a co-constructed process with participants, interrogates the idea of nationhood by querying their interpretations of the concepts of power and resistance within their multi-ethnic societies. The utility of KuPiga Hadithi as a cultural responsive methodology for data collection along with poetic analysis as part of the qualitative tools of examination allowed the researcher to identify five emergent and iterative themes: (1) colonial wounds, (2) power inequities, (3) tensions, (4) intersection, and (5) hope. Participant discussion of these themes suggests an impenetrable link between tribal identity and nationhood. Schooling, as first a colonial and then national construct, works to mediate that link. Therefore, there is the need for a re-conceptualization of the term ‘nation’ in the post-Independence era.
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Awitor, Etsè. "Dissonance, malaise et violence, post-indépendance dans la littérature africaine anglophone : du désenchantement à la déchéance ?" Thesis, Tours, 2015. http://www.theses.fr/2015TOUR2005/document.
Full textAbstract:
À travers l’analyse de la vie des protagonistes, le malaise et le dysfonctionnement socio-politique, économique et culturel des post-indépendances, cette étude met en exergue les différentes formes de violences dans les romans suivants : The Beautyful Ones Are Not Yet Born, Fragments d’Ayi Kwei Armah, Kill Me Quick, Going Down River Road, The Cockroach Dance et The Big Chiefs de Meja Mwangi et Dangerous Love de Ben Okri. La thématique de la désillusion s’incruste comme un leitmotiv dans tous ces romans. L’omniprésence de la désillusion permet de montrer le caractère violent de la perte des illusions. L’émergence des régimes dictatoriaux après l’indépendance dans plusieurs pays africains où la corruption, le clientélisme et l’affairisme sont érigés en mode de gouvernement entraînent une dissonance profonde et un malaise sans précédent. Si ces violences puisent, d’une part, leur origine dans la déstructuration de la vie sociopolitique, économique et culturelle causée par la colonisation, elles sont dues, d’autre part, aux dysfonctionnements de la société post-indépendante. Ces violences, ces dissonances et la tyrannie du pouvoir atteignent leur sommet dans un pays imaginaire, vraisemmblablement le Rwanda, où la cruauté des massacres et l'absurdité de l'idéologie de l'Hutu Power appelant au génocide des Tutsi dépassent l'entendement humainThrough the analysis of the daily life of the protagonists, the socio-political, economic and cultural post-independence dissonance and malaise, this study spotlights the different forms of violence as portrayed in Ayi Kwei Armah’s The Beautyful Ones Are Not Yet Born, Fragments, Meja Mwangi’s Kill Me Quick, Going Down River Road, The Cockroach Dance, The Big Chiefs and Ben Okris’ Dangerous Love. The theme of post-independence disillusionment is pervasive in all these novels. The omnipresence of this disenchantment enables to point out the violence which is inherent in the loss of illusion. The dictatorial regimes which emerge in many African states, after independence, lead to a great and deep dissonance and unprecedented malaise: corruption, embezzlement and nepotism become the norms of ruling. If this violence finds its roots, on the one hand, in the violent socio-political, economic and cultural disorganisation of traditional African society by colonisation, it is also, on the other hand, due to post-independence disjuncture and bitterness. Tyranny of power, dissonance and violence have plunged an imaginary country, probably Rwanda , into an extreme violence where the cruelty of the massacres and the absurdity of Hutu Power's ideology exhorting Hutu people to exterminate the Tutsi are beyond all understanding
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Otieno, Gladys. "L’enseignement du français de l’hôtellerie et du tourisme dans les universités publiques kenyanes." Thesis, Sorbonne Paris Cité, 2015. http://www.theses.fr/2015USPCA141/document.
Full textAbstract:
Cette étude se focalise sur le cadre large du français non-généraliste et plus précisément du français de spécialité visant le domaine de l’hôtellerie et du tourisme. Elle a pour objectif de montrer dans quelle mesure l’enseignement du français de l’hôtellerie et du tourisme offert dans les universités publiques kényanes répond aux besoins des apprenants. Elle prend une approche systémique centrée sur l’apprenant. Des méthodes quantitatives et qualitatives ont été employées pour le recueil des données. Une analyse des besoins des apprenants a été effectuée auprès des apprenants. Les perspectives des besoins des apprenants par différents acteurs, à savoir, les enseignants et les professionnels ont été également sollicitées. Les résultats montrent qu’il existe des besoins par rapport à tous les paramètres étudiés et que ces besoins sont transversaux plutôt que liés à la spécialité. Des recoupements des perspectives des différents acteurs des besoins des apprenants ont été notés ainsi que des divergences. Par rapport aux enseignants, ces divergences se rapportent à l’ampleur des besoins tandis que pour les professionnels, celles –ci portent sur la variété des besoins recensés. Les résultats de nos enquêtes nous montrent que l’analyse des besoins reste une pratique valable en français de spécialité et que dans un cas idéal, elle doit être centrée sur les apprenantsThis study focuses on the larger sphere of non-general French and more precisely on French for specific purposes targeting the hospitality and tourism sector. Its objective is to show to what extent the French for hospitality and tourism courses offered in Kenyan public universities meet the needs of learners. The study takes a learner centred systemic approach. Quantitative and qualitative data-collection methods were used. An analysis of learners’ needs was conducted with the learners. The views of different actors, namely, teachers and industry professionals were also sought. The results indicate the existence of needs in all parameters studied. These needs were mainly general in nature rather than specific to the area of specialisation. Similarities and differences were also noted in the views of the various actors. As far as the teachers are concerned, these differences pertained to the magnitude of needs noted while for the professionals, they had to do with the variety of needs identified. This study shows us that needs analysis remains a valid exercise in French for specific purposes and that such an exercise should ideally be centred on the learner
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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.
Full textAbstract:
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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Muriungi, Peter Kinyua. "Wh-questions in Kitharaka." Thesis, 2014. http://hdl.handle.net/10539/15701.
Full text
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Mulwa, Emmah Mwende. "Language management in relation to language needs, uses and preferences in subordinate courts : a case study of Machakos County." Thesis, 2019. http://hdl.handle.net/10500/27010.
Full textAbstract:
This study was an exploration of how language is managed in the subordinate courts of Machakos County in Kenya. It was an investigation into the language policy used in the courts,
and whether the languages serve the needs, uses and preferences of the people. Language use in Kenya is constitutional (The Constitution of Kenya, 2010).The national language of the Republic of Kenya is Kiswahili and its official languages are English and Kiswahili. The constitution shall protect and promote indigenous languages of the people of Kenya. The constitution further indicates that there shall be general provisions to the Bill of Rights, fundamental freedoms, and
that the authority of courts shall uphold and enforce the Bill of Rights. (The Kenya Constitution, 2010, (Cap 4, entitled “The Bill of Rights” has subcategories ranging from Part 1 to Part 5. Part 1 elaborates on general provisions relating to the Bill of Rights, Part 2 on Rights and fundamental freedoms, Part 3 on specific application of Rights, Part 4 on state of emergency and Part 5 on Kenya National Human Rights and Equality Commission). The study attempts to establish
whether or not the subordinate courts adhere to these provisions, which policy makers need to adhere to.
This research further explores solutions to the problem of communication during court
proceedings. Its aim was to advance scientific information that would inform the formulation of a more accommodating language policy in Subordinate Courts. The background information and the history of the courts language gave an overview of how language in subordinate courts is used according to various scholars. The evaluation of how language is used during court proceedings shed light on the people‟s language needs, uses and preferences.Linguistics and Modern Languages
D. Litt et Phil. (Linguistics)
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Alati, Atichi Reginald. "A pragmatic analysis of Olunyole idioms." Thesis, 2015. http://hdl.handle.net/10500/21724.
Full textAbstract:
A Pragmatic Analysis of Olunyole Idiom examines the functionality of Olunyole idioms in socio-cultural interactional contexts. The study investigates the relationship between the construction and interpretation of Olunyole idioms and the representation of the social reality as reflected in the native speakers’ (Abanyole) world view. The study employs the descriptive qualitative research design and builds on the functional approach to the study of language. The Olunyole idioms are collected from the initial sample of over 240 native speakers through language elicitation tests. The idioms collected are subjected to confirmation through ethnographic observation and questionnaires involving a further 30 native speakers. Interviews and focused discussions with a purposively selected sample of sixteen elderly native speaker informants provide further confirmation and linguistic insight into the functionality of the Olunyole idioms.framework in interrogating the role of language in social structure and organization within contextualised interactional conversations involving Olunyole idioms. The data of idiomatic expressions is analyzed into pragmatic domains that characterize the Abanyole perceptions of their world view as a speech community. It is concluded that the idioms project the people’s cultural beliefs and perpetuate the norms and values of the speakers in their mutual interactive use of language. The Olunyole idiomatic utterances regulate the people’s behaviour for harmonious co-existence. The composition and comprehension of the idioms is therefore context-dependent in realizing deliberate acts that control social interaction. The study contributes to the attempts to preserve and promote the African Languages. It is recommended that studies need to be carried out on the other systems of Olunyole idioms such as the syntactic structure. Furthermore, the investigation between idioms and other levels of indirect language could provide enriching insights in Language and Linguistics.African Languages
D. Litt. et Phil.(African Languages)