Phyllis Mwangi, Ruth Ndung'u, Dr Martin C. Njoroge, Dr Daniel Ochieng Orwenjo
This article proposes multilingualism in education, where indigenous languages are used alongside English as the media of instruction in schools to eventually promote their use in Kenya. It begins by stating K...
Language use and creative writing go hand in hand. In the process of exploring language, we also engage in the study of literature. An engagement with literature is, indeed, a continuing process of improving o...
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In Kenya, the only official document that deals with the use of mother tongue (MT) in Schools is the 1967 Gachathi report. The report has clear-cut guidance and policy regarding MT use by the hearing children....
Since the signing of the Comprehensive Peace Agreement (CPA) in 2005, the Ministry of Education, Science and Technology (South Sudan) has been working towards the implementation of a Language and Education Pol...
Varied realities surround the use of mother tongue education in Africa. These realities are entrenched in the attitudes and misconceptions that have gone unchallenged due to inadequate literature on the succes...
This article examines a new phenomenon in language activism variously called the multilingual education working group or the multilingual education network, and abbreviated as MLEN. After an analysis of the co...
This article discusses the importance of family practices to children’s acquisition of literacy and describes attempts to influence such practices through the institution of family literacy programmes. One of ...
Mother tongue education (MTE) has been a subject of rigorous debate for more than half a century, in both industrialised and developing societies. Despite disparate views on MTE, there is an uneasy consensus o...
Language- in- education policy in Ghana has been in a flux since British colonial rule but particularly so after independence. A close examination of post independence language in education policies shows thes...