Classroom Discourse in a Multilingual Context: The Case of Selected Primary Schools in Chuka Division, Tharaka- Nithi County, Kenya.

The sociolinguistic situation in Kenya is triglossic in nature (Schmied, 2012) English is at the top of the rank as the official language. Kiswahili has been in the middle as the co-official and national language. It is also used as the country’s lingua franca.The indigenous languages are at the base of the hierarchy. This paper sought to evaluate whether the language-in-education policy is implemented in the classroom. The study was a case study carried out in Chuka Division, Tharaka-Nithi County, Kenya. The paper establishes that teachers mainly use code- mixing in the classroom and also in official domains. The findings in this paper contribute to scholarly literature in Sociolinguistics and are of great benefit to curriculum developers in the ministry of education in Kenya. Keywords: Language of Instruction (LOI), mother tongue (MT), Policy Implementation, Language –in –Education Polic

Textuality of English Composition Writing by Form Two E.S.L. Students

The performance of English at KCSE level has been improving over the years. There was need to find out if this improved trend was reflected in the composition writing of students in Kiini Secondary School in Maara District in Kenya. This paper looks at the adherence to the standards of textuality in composition writing by form two students in Kiini Secondary School. It also investigates students’ written texts to establish the extent to which they conformed to the standards of textuality. It further examined the structure of students’ written texts to find out whether they applied the standards of textuality as they wrote their compositions. This paper establishes the effects which the standards of textuality had on the performance of the students in composition writing. The findings of this paper contribute to scholarly material in text linguistics which is within the field of Discourse Analysis. Keywords: Textuality, E.S.L.,Cohesion(Cs.),Coherence(Cc.), Informativity (Info.), Acceptability (Acc.), Situationality (Sit.), Intentionality (Int.), Inertextuality (Inter.

Implementation Status of Kenya’s Language in Education Policy: A Case Study of Selected Primary Schools in Chuka Division, Meru South District, Kenya

Language-in-education policies in many developing countries are constantly an issue of discussion in scholarly circles. This paper looks at the language-in- education policy in lower primary in Chuka Division, Meru-South District, Kenya. The paper evaluates the teachers’ awareness of the language policy and actual implementation in the classroom. It also analyses the problems that teachers experience in implementing the policy and gives the teacher’s recommendations in case the language policy were to be restructured. The paper establishes that teachers are aware of the policy but they do not always implement it in the classroom. The findings in this paper are of great benefit to all stakeholders in the ministry of education in Kenya and contribute to scholarly literature in the area of language planning and policy. Keywords: Language-in-Education Policy (LiEP), Policy Implementation, Language of Instruction (LOI), mother tongue (MT