A tale of two Englishes: The imperial language in post-colonial Kenya and Uganda

Mazrui, Alamin; Mazrui, Alí A.

doi:10.1515/9783110872187.271

Cited by 41 publications

(30 citation statements)

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“…Mazrui & Mazrui (1996) suggested that the colonizers never wanted the native people of Kenya to achieve proficiency and competency in English as they thought that "social distance between master and subject had to be maintained partly through linguistic distance" (Mazrui 1996: 272). It is well supported by the Critical Period Hypothesis (Jedynak 2009) that the ability to acquire language is biologically linked to age, i.e.…”

Section: Historical Background and Discussionmentioning

confidence: 99%

Linguistic realities in Kenya: A preliminary survey

Dwivedi¹

2015

Ghana J. Ling.

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The present paper investigates the linguistic realities of Kenya. In this multilingual country every language is not equal in status. Broadly, there are three language groups in Kenya, namely Bantu, Nilotic and Cushitic, and each group includes more than five languages which makes Kenya as a multilingual country with about forty-two languages. Kiswahili, an indigenous language, is a national language of Kenya, and it is mainly used in schools and universities along with English as a medium of instruction. Under linguistic hegemony minor and lesser known languages have often been neglected inside and outside the country. However, they have been serving as a marker of identity amongst the ethnic community in the country. The linguistic diversity in Kenya is a boon for a field linguist but misinformed politicians and education policy makers are deliberately forgetting this language heritage. This paper will not only discuss the challenges that these languages are facing but also give suggestions to revive the linguistic culture in the country.

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Section: Historical Background and Discussionmentioning

confidence: 99%

Linguistic realities in Kenya: A preliminary survey

Dwivedi¹

2015

Ghana J. Ling.

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“…Kiswahili was recommended as a compulsory subject in primary schools and was especially favored in education for purposes of national and regional unity. As Mazrui and Mazrui (1996) argue, Kiswahili was seen as the appropriate language for the Pan-Africanism dream. However, unlike English, Kiswahili was not anchored into the school curriculum, and for a long time, it remained an optional subject.…”

Section: The Post-colonial Language Policymentioning

confidence: 99%

“…However, unlike English, Kiswahili was not anchored into the school curriculum, and for a long time, it remained an optional subject. The Commission supported English and argued that it would expedite learning in all subjects by ensuring smooth transitions from "vernaculars" (Mazrui & Mazrui, 1996). Thus, English was introduced in beginners' classes in primary schools through the New Primary Approach (NPA), in which its learning was heavily emphasized.…”

Section: The Post-colonial Language Policymentioning

confidence: 99%

The treatment of Indigenous Languages in Kenya’s Pre- and Post-independent Education Commissions and in the Constitution of 2010

Njoroge

Gathigia

2017

ALLS

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An indigenous or community language is the language that nurtures the child in the early years of his or her life. The UNESCO land mark publication in 1953 underscores the importance of educating children in their community languages: an education that is packaged in a language which the child does not understand is simply difficult for the child. Kenya has had a number of education commissions that significantly address the place of indigenous languages in a child's education. Further, Kenya Constitution on its part tackles language issues too. This paper, therefore, examines how the Constitution and the various colonial and post-colonial educational commissions that have been undertaken in Kenya treat indigenous languages. Should these indigenous languages be used as a medium of instruction? What are their benefits to a child's life? To answer these questions, the historical method of study which utilizes mainly secondary and primary sources of data is adopted. The main sources of primary data which form the basis of the discussion and analysis in the paper are Kenya's constitution (2010) and the educational commissions and reports in the two epochs: colonial and post-colonial periods. The main sources of secondary data scrutinized include: written documents such as books, journals and newspapers. The paper notes that the various educational commissions contain numerous recommendations that have informed Kenya's education sector over the years on the way indigenous languages should be utilized for both individual and national development. This notwithstanding, the paper concludes that indigenous languages in Kenya have been given a short shrift to the advantage of English language hegemony. The paper proposes a sound implementation of the commissions' recommendations in order to revitalize indigenous languages so that a Kenyan learner can reap benefits that accrue from the use of indigenous languages in education

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“…Thus it began to foster a sense, amongst the local people, that the Kenya culture identity should be reenforced by means of using their own intrinsic language, say Kiswahili. Many Kenyans were especially in favor of Kiswahili in education for the sake of national and regional unity and the Pan-Africanism dream (Mazrui & Mazrui 1996). Then, the Authentity of the English language heritage became another challenge.…”

Section: The Present Role Of English In Kenyamentioning

confidence: 99%