1. The Vocabulary Imperative: Improving Learning in Kenyan Rural Schools
English came in via the ocean. An attitude generally shared by most Kenyans who make excuses for
their lack of skill in their English language skills. The simple fact is that there is a poverty of English
usage skill. One would notice this privation watching “Mind Your Language”, a segment hosted by the
Kenya Television Network media house during its Friday nine o’clock news. The hilarious attempts by a
cross section of Kenyans to pronounce presented words expose gaping holes in their language skills. A
key component of skill in English language is vocabulary. The problem is mirrored in the school system.
Students, especially from rural schools are sorely lacking in this critical area. Vocabulary as a skill
facilitates better oral and written communication, language skills students need to succeed in school and
beyond.
The most ignored yet important variable in improving vocabulary among student population in rural
schools in Kenya is the level of teachers’ involvement in learning, teaching and practicing vocabulary. An
imperative in this area is called for. An assessment carried out in May 2015 at Msingi Bora Learning
Centre, a community school catering for the vulnerable population of children in Nguluni, Kenya revealed
the struggle students and teachers experience with vocabulary. The tests showed low scores, 29% on
average for Comprehension and Vocabulary tests and an average 43% score in Word Use Fluency. If we
take the student scores to reflect their teachers’ performance, then we have a problem. Teachers are
falling short when it comes to enabling students develop and use vocabulary.
Teachers at all subject levels must innovate to tackle the problem effectively and efficiently due to a
deprivation of learning resources. The impact of the status quo has far reaching consequences. When
students can read, yet cannot understand, nothing of lasting intellectual value can become of their
efforts. It is burdensome for students when teachers throw information at them without giving their
minds time to churn because they lack skill to synthesize word meanings. Their days in class and school
are thus spent in futility. Teacher and student effort bear little or no fruit at the end of the day. Small
wonder, the results are frustrated teachers, unmotivated students and worried parents. The simple
reason is: the teachers’ methods are hopelessly out of place and out of sync with the needs of their
students.
Alleviating the negative consequences above demands that the tautology of redundant teaching methods
cease. Teachers’ pedagogy must embrace aspects of assessment that yield starting points for effective
intervention in vocabulary instruction. Gandhi once said, “We must be the change we want to see in the
world,” and for tutors desiring to see their students improve their English language skills, the change
must commence with them. They must lead the way in learning, recalling and utilizing correct grammar
that works. They must apply this in all the subject area that uses English as the main instructional
language. They must grow in their own vocabulary development strategies and not be afraid to use
them in the classroom and community around them. An environment will be created in which students
will experience English more extensively. The English language will become the norm rather than the
exception.
The best will in the world plus stagnated pedagogy makes improving students’ performance in English in
Kenyan rural schools a velleity. This state of affairs will change when teachers’ commitment to
vocabulary development shifts. Teachers must spend time in preparation, learning, exploring and
practicing developing vocabulary. Not just in themselves but also in their students. Their engagement in
this noble task will begin to bear fruits desired by all stakeholders. It is George Sampson (1921) who
said, “Every teacher in English is a teacher of English.” These words transformed into daily practice will
result in massive improvements across English taught subjects. All teachers must join the train of
change and play their vital role in enabling students acquire basal language skills critical for successful
school, work and social life. With this new imperative, vocabulary development across the school
systems will begin to transform learning and life.
Jimmy Allan Oluoch
Executive Director, Acres of Mercy, Kenya