Debunking the myth of lack of vocabulary for teaching content knowledge in primary schools: exploring terminology for science in Ekegusii of Kenya
- Authors: Mose, Peter
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/150095 , vital:38939 , DOI: 10.1080/02572117.2020.1733827
- Description: The language-in-education policy to teach in mother tongues at lower primary level is not adhered to by classroom teachers in Kenya due to, among other reasons, lack of content terminology. The purpose of this study was to demonstrate that mother tongues can be used to teach science up to the end of grade three, considering the nature of topics for this level and other extra-classroom realities. Our research objectives were to examine the nature and content of science topics and sub-topics from grade one to grade three; examine conceptual and technical terms in grade one to grade three science textbooks; describe the Ekegusii equivalents of these terms; and explain the feasibility of teaching science in Ekegusii up to the end of grade three.
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- Date Issued: 2020
A case for the adoption of Swahili as a language of early school literacy instruction in Ekegusii-speaking areas of western Kenya:
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174645 , vital:42497 , https://www.njas.fi/njas/article/view/433
- Description: Swahili, a national and official language in Kenya, is in wide use in the country as an inter-ethnic medium of communication and, generally, as a lingua franca. The operative language policy for lower primary–up to grade three–provides for the use of languages of the catchment as languages of instruction. The languages of the catchment refer to the more than 42 indigenous languages spoken in the country. The purpose of this study was to determine and discuss institutional and extra-institutional factors that might favour adoption of Swahili as the best medium–in the current sociolinguistic realities–in the ‘language-of-the-catchment-based’ literacy learning in Ekegusii-speaking areas of western Kenya. Data were obtained through classroom observations, teacher and church leaders’ interviews, observation and analysis of language trends at church worship services, and critical literature review.
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- Date Issued: 2019
International book donors and public libraries as partners in primary school literacy development in Kenya:
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174783 , vital:42509 , https://doi.org/10.1108/LM-05-2018-0046
- Description: The purpose of this paper is to explore the impact of international library materials aid in primary schools and to outline obstacles to effective utilization for maximum literacy benefits among primary school children. Data were gathered via interviews, observation, focus group discussions and document analyses.
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- Date Issued: 2019