Journal of Linguistics, Literary and Communication Studies最新文献

{"title":"Continuités et/ou discontinuités des politiques linguistiques et éducatives en rapport avec l’enseignement du français langue étrangère au Kenya (De 1963 à 2017)","authors":"Bulili C, Kazadi M, Mulenda M","doi":"10.58721/jltcs.v1i1.42","DOIUrl":"https://doi.org/10.58721/jltcs.v1i1.42","url":null,"abstract":"Abstract: This study focuses on the continuity and/or discontinuity of language and educational policies related to the teaching of French as a foreign language in Kenya from 1963 to 2017. As a learner and teacher of French in secondary school for several years, we have observed changes in relation to the place of this language at the secondary school level, hence the interest in the Kenyan language and education policies. The objectives of the study were as follows: 1. To identify the languages ​​of instruction as evidenced in the various educational reports and at the same time identify the languages ​​continually discussed in these reports. 2. To specify the functions of each of these languages taught in Kenyan schools. 3. To identify the terms and/or expressions used in the education reports, which refer to the prestige of French. This study was based on the human capital and economics of education theory developed by Grin (1999), which explores the relationship between language and remuneration. Data collection for the study was carried out by means of questionnaires administered to teachers of French and heads of secondary schools where French is offered as a subject in the counties of Vihiga, Kakamega, Kisumu, Mombasa and Nairobi, and from education reports on language policy, for the period 1963 to 2017. Content analysis was done qualitatively and quantitatively. The study identified the languages ​​of instruction from the educational reports for the stated period and established that there is continuity and discontinuity of the Kenyan language and education policies in relation to these languages. The study also established the specific function (s) of each of these languages as well the terms and/or expressions used in the education reports that refer to the prestige of French. The results of this study would bring, on the part of the decision-makers of the country's language and educational policies, education specialists as well as teachers of French, elements of reflection and of the revalorization of French in the Kenyan education system. \u0000Keywords: Continuity, discontinuity, French as a foreign language, language and education policy","PeriodicalId":388567,"journal":{"name":"Journal of Linguistics, Literary and Communication Studies","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132076307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language in Education Policy in Kenya","authors":"Norman Ngetich","doi":"10.58721/jltcs.v1i1.43","DOIUrl":"https://doi.org/10.58721/jltcs.v1i1.43","url":null,"abstract":"Abstract: The subject of Language-in-education policies has generated rigorous debate and is an issue of concern to education stakeholders and researchers in education. Despite markedly disparate views, there is an uneasy agreement that for education systems the world over, languages play a pivotal role in the teaching and learning processes. This paper provides a critical appraisal of the general language-in-education-policy in Kenya (hereinafter, LiEP). It then briefly and singularly examines foreign language-in-education policies (hereinafter, FLiEP) around the world and gives a particular focus on the situation of French-language education in Kenya. The paper determines that foreign language-in-education policies in Kenya’s education system are admittedly silent or not clearly spelt-out. The resultant effect on foreign language education (hereinafter, FLE) in Kenyan schools is that its growth has not been methodologically planned but has “self-developed” in response and in line with socio-economic, political, and educational transformations in the country. To bring this to the fore, this paper presents explanatory research by critically examining Kenya`s LiEP from independence to present, their interpretations and implementations, in reference to foreign language education. Literature informing this paper was sourced from various documents from library search, online sources and Ministry of Education Kenya documents, that is, Sessional Papers.\u0000 Keywords: Foreign language-in-education policy, Kenya, language policy","PeriodicalId":388567,"journal":{"name":"Journal of Linguistics, Literary and Communication Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134355010","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}