Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili. The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools, parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
An Investigation Into The Prevalence of Code Switching in the Teaching of Nat...IJRESJOURNAL
ABSTRACT: This study examines the functions of code-switching in primary schools by science teachers. In Namibia,English is the official language of instruction for science at primary school. At lower primary, Silozi is the language of instruction. Classroom interaction data was obtained from two science lessons. Analysis of the teachers' code-switching shows that code-switching in the two lessons was vastly different, with little codeswitching in the teacher-facilitated lesson.Evident in other lessons, in which science was taught as a content subjectbut with abstract names that had no corresponding local names in Silozi, there was frequent use of codeswitching for reiteration and message qualification. The direction of the language switch from Silozi to English as well as the proportion of teachersspeaking in English suggests that the official language for teaching is English at upper primary, grade 4 to 7. The science lesson and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language. The study was conducted in five government primary schools in Katima Mulilo, the capital of the Zambezi region in Namibia.The national language is English language, with no exception inscience, mathematics, and language subjects.All Schools are located in a Katima Mulilo-urban. The students are from mixed classes, lower, middle and upper class families with their parents typically working as unemployed single mothers, domestic workers, clerks, nurses, teachers, and accountants. Some of the students could understand English because of their parents‟ educational background or in instances where English is spoken at home.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
The challenges of language teaching and learning in our schools today constitute the foremost issues in language Education. The tremendous role that language, especially English language plays in the development of every individual and the nation educationally cannot be relegated to the background. Language Education is very important in the educational system of the Nigerian nation due to the multilingual nature of the society. English language is the medium of instruction across all educational levels and hence the bedrock of the teaching and learning process in our schools. The English language teacher therefore, is faced with the task of achieving this laudable educational objective. The paper set out to x-ray and take cursory look at the National language policy on primary education, the prevailing situation on implementation process of the policy. It examines the challenges and the way forward emanating from the National language policy on primary Education.
An Investigation Into The Prevalence of Code Switching in the Teaching of Nat...IJRESJOURNAL
ABSTRACT: This study examines the functions of code-switching in primary schools by science teachers. In Namibia,English is the official language of instruction for science at primary school. At lower primary, Silozi is the language of instruction. Classroom interaction data was obtained from two science lessons. Analysis of the teachers' code-switching shows that code-switching in the two lessons was vastly different, with little codeswitching in the teacher-facilitated lesson.Evident in other lessons, in which science was taught as a content subjectbut with abstract names that had no corresponding local names in Silozi, there was frequent use of codeswitching for reiteration and message qualification. The direction of the language switch from Silozi to English as well as the proportion of teachersspeaking in English suggests that the official language for teaching is English at upper primary, grade 4 to 7. The science lesson and code-switching is a necessary tool for teachers to achieve teaching goals in content-based lessons involving students who lack proficiency in the instructional language. The study was conducted in five government primary schools in Katima Mulilo, the capital of the Zambezi region in Namibia.The national language is English language, with no exception inscience, mathematics, and language subjects.All Schools are located in a Katima Mulilo-urban. The students are from mixed classes, lower, middle and upper class families with their parents typically working as unemployed single mothers, domestic workers, clerks, nurses, teachers, and accountants. Some of the students could understand English because of their parents‟ educational background or in instances where English is spoken at home.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher’s preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
The purpose of this study is to put forth attitudes of students to English class within the scope of socio-cultural structure. Scanning method was used in the study.5 point likert scale was used as a data collection tool. Questionnaire scale was composed of two parts. In the first part, demographical question items providing general information about students were included and in the second part, 5-point attitude items aiming at determining students' attitudes to English class were included. The questionnaire was prepared by scanning the relevant literature and scope and face validity of the questionnaire was tried to be fulfilled through opinions and suggestions provided by English teachers and expert Pedagogues. The items ranked in the questionnaire as "Strongly Disagree", "Disagree", "Neither Agree nor Disagree", "Agree", "Strongly Agree" were scored with 1, 2, 3, 4, 5. High schools at the center of Siirt were chosen as population of the research. While determining the sample, easily accessible and random sampling methods were utilized. In this regard, students in Anatolian High School (Public High School), High School of Social Sciences, Vocational High School, High School of Athletics and High School of Fine Arts which are located in different socioeconomical environments in Siirt was chosen. After removing questionnaires responded by students in an uninterested and wrong way, resting 849 questionnaires were analyzed for data. In analyzing, SPSS 21 Package program was utilized and kruskall wallis analysis was used for descriptive statistics, frequency, crosstabs, independent groups t test, one-way variance and non-parametric tests. Cronbach alpha reliability coefficient of the questionnaire was found 0.96. As a result, it was determined that students had a view of "undecided" for 38 items regarding attitudes to English class and although not being a very high average, "Agree" for 16 items in the questionnaire. It was determined there was a significant difference in favor of males between attitudes of students in High schools as to English classes in line with the independent variable 'gender'; on the other hand, there was not any significant difference between their attitudes in terms of independent variables 'Number of Family Members', 'Self-Expression' and 'Field of Teacher'
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
This presentation provides an overview of mother tongue based education as the practical application of Critical pedagogy of Paulo Freire in Timor-Leste.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
challenges-in-multilingual-education- by Dr Mahendra Kumar Mishra MahendraMishra20
INdian states confront with using mother tongue of the children in monolingual schools. The challenges in using mother tongue in such schools have been discussed in this presentation.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
Language policy emphasizes on mother tongue/first language-based education system with adequate teachers and learning resource materials. The policy of language in Kenya emphasizes on the importance of first language; teachers overlook everyday reality of its usage, and tend to be irrelevant to their needs. The objective was to establish the influence of teacher preparation mother tongue/first language usage as a medium of instruction in rural ECDE centres in Nandi County, Kenya. The study adopted the Interdependence Theory. A descriptive survey research design was used. Target population was 4 Quality Assurance and Standards Officer (QASO), 200 head teachers and 400 teachers from 200 ECDE centres in the county. The sample size was 241 respondents, these were; 4 QASOs, 79 head teachers and 158 pre-school teachers. The study used purposive sampling technique to select seventy nine head teachers and four Sub County QASOs. The study used simple random sampling technique to select 158 teachers from the sampled schools. The instruments for data collection were interviews and questionnaires. Questionnaires were administered to the pre-school teachers, while Sub County Quality assurance officers and head teachers were interviewed. The instruments were piloted in Kericho County that had similar characteristics as the study area. The reliability of research instrument was tested using Cronbanch’s Alpha coefficient. Data was analyzed using Statistical Package for Social Sciences (SPSS). The findings indicated that teacher preparedness, teacher attitude, instructional materials and medium of instruction accounted for 55.7% of classroom instruction. Classroom instruction was influenced by teacher’s preparedness. Good teacher preparation enabled them to implement the language policy effectively. The teachers lacked teaching and learning materials on vernacular languages. The study recommended that the government should support in-service training for pre-school teachers on the use of mother tongue/first language as a language of instruction; provide funds for the development and acquisition of L1 resources for teaching that ensures schools comply with the language policy
The Relationship between Socio-Economic and Socio-Cultural Structures of High...inventionjournals
The purpose of this study is to put forth attitudes of students to English class within the scope of socio-cultural structure. Scanning method was used in the study.5 point likert scale was used as a data collection tool. Questionnaire scale was composed of two parts. In the first part, demographical question items providing general information about students were included and in the second part, 5-point attitude items aiming at determining students' attitudes to English class were included. The questionnaire was prepared by scanning the relevant literature and scope and face validity of the questionnaire was tried to be fulfilled through opinions and suggestions provided by English teachers and expert Pedagogues. The items ranked in the questionnaire as "Strongly Disagree", "Disagree", "Neither Agree nor Disagree", "Agree", "Strongly Agree" were scored with 1, 2, 3, 4, 5. High schools at the center of Siirt were chosen as population of the research. While determining the sample, easily accessible and random sampling methods were utilized. In this regard, students in Anatolian High School (Public High School), High School of Social Sciences, Vocational High School, High School of Athletics and High School of Fine Arts which are located in different socioeconomical environments in Siirt was chosen. After removing questionnaires responded by students in an uninterested and wrong way, resting 849 questionnaires were analyzed for data. In analyzing, SPSS 21 Package program was utilized and kruskall wallis analysis was used for descriptive statistics, frequency, crosstabs, independent groups t test, one-way variance and non-parametric tests. Cronbach alpha reliability coefficient of the questionnaire was found 0.96. As a result, it was determined that students had a view of "undecided" for 38 items regarding attitudes to English class and although not being a very high average, "Agree" for 16 items in the questionnaire. It was determined there was a significant difference in favor of males between attitudes of students in High schools as to English classes in line with the independent variable 'gender'; on the other hand, there was not any significant difference between their attitudes in terms of independent variables 'Number of Family Members', 'Self-Expression' and 'Field of Teacher'
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
This presentation provides an overview of mother tongue based education as the practical application of Critical pedagogy of Paulo Freire in Timor-Leste.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Estimados usuarios. Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes. Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com, Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio. Rectoría, Universidad Magister. – 2016.
Aqui podemos apreciar la importancia de la educacion bilingue y algunos estudios que se han hecho sobre la forma que se aprende el Ingles como segunda lengua
challenges-in-multilingual-education- by Dr Mahendra Kumar Mishra MahendraMishra20
INdian states confront with using mother tongue of the children in monolingual schools. The challenges in using mother tongue in such schools have been discussed in this presentation.
Non-Zulu speakers’ attitudes towards isiZulu at selected public and private...Premier Publishers
This study explores language attitudes of non-Zulu speakers’ towards isiZulu. A language attitude questionnaire was administered to 127 non-Zulu speakers in the study area. While the principal method of data collection was the questionnaire, semi-structured interviews were also used to collect data. The descriptive and inferential data elicited from the completed questionnaires as well participants’ responses from semi-structured interviews revealed that people are more likely to acquire a new language for instrumental rather than integrative reasons. This is because the economic rewards of learning a new language far outweigh the social rewards. Although the respondents have mixed views on the instrumental and integrative importance of isiZulu; there was general consensus that isiZulu has an important role in a multilingual society.
LITERACY PRACTICES AMONG TERTIARY STUDENTS IN THE WESTERN CAPE, SOUTH AFRICAijejournal
Language and critically thinking play a major role in academic performance. In multilingual contexts,
multiple factors account for the way Second Language (L2) learners make sense of the academic texts they
read. The students’ multilingual and multicultural diversity impacts on their interpretation of academic
texts. This article is derived from a work with mixed method but focuses on qualitative design. This article
qualitatively analyses how L2 students read and interpret academic texts in South African Universities.
Members of a study group were interviewed both as a group and individually. In the end, students’ study
practices towards academic literacy reveals translanguaging as one strategy of interpreting academic. One
argument is that most African Universities have English as a medium of instructions whereas the students
are often from diverse linguistic and cultural backgrounds. This diversity tends to influence the way
students read and interpret academic texts.
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
refrences13350209.pdfOral language development and access.docxdebishakespeare
refrences/13350209.pdf
Oral language development and access to
school discourses
n
Judith Rivalland
E D I T H C O WA N U N I V E R S I T Y
Introduction
In Australia, over the last decade, there has been an unprecedented
political focus on literacy attainment levels. In 1998 the Commonwealth
released the National Plan that focussed on the need for states to plan for
system wide early assessment and early intervention. As well the plan
introduced the requirement to develop minimal standards, against
which all children would be assessed and the outcomes reported to the
Commonwealth. In 1998, the Ministerial Council on Employment,
Education, Training and Youth Affairs (MCEETYA) resolved that all
states would conduct full census testing in Years 3, 5 and 7 and that these
would be reported to the Commonwealth against national benchmarks.
Similar pressures were impacting on the work of teachers in the United
States as evidenced in The National Reading Panel Review Teaching
Children To Read (2000).
In the 1980s and 1990s there was a growing body of research demon-
strating that literacy was a social practice (Heath, 1983; Heath and
Mangiola, 1991; Ogbu, 1987; Luke, 1993; Luke and Freebody, 1995). From
this perspective, literacy development was seen to be shaped by the
social practices of the cultural context in which learning takes place
(Freebody, Ludwig, and Gunn, 1995, Luke 2000). This research suggested
that:
The socialisation processes in which children are engaged have a strong
influence on the ways in which they participate in the pedagogical routines
of school classrooms (Baker, 1991; Comber, 1993; Dyson 1993, 1997); and
The social, cultural and linguistic backgrounds of children influence success
in school literacy learning (Luke, 1997 ; Freebody, 1992, Purcell-Gates, 1989).
Since 1998 the Commonwealth, in order to support improved literacy
outcomes, has funded a number of research projects that focussed on
developing our understanding of children’s literacy development and
how to support children with literacy difficulties. These studies, report-
ed in 100 Children Go to School (Hill et al., 1998), Mapping the Territory
(Louden et al., 2000) and 100 Children turn 10 (Hill et al., 2002) provided
important insights into the ways in which children in Australia were
accessing literacy. Through the use of case study methodology, it was
142
Volume 27
Number 2
June 2004
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possible to make close observations of how individual children engage
in the literacy activities of the classroom. This research made explicit the
important relationship between the oral language and routines that chil-
dren brought to school with them and how they were able to take up
what was on offer in the school context.
Although oral language has been seen to be an important underpin-
ning for s ...
Similar to Effects of Language of the Catchment Area in Learning Kiswahili (20)
About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Overview of the fundamental roles in Hydropower generation and the components involved in wider Electrical Engineering.
This paper presents the design and construction of hydroelectric dams from the hydrologist’s survey of the valley before construction, all aspects and involved disciplines, fluid dynamics, structural engineering, generation and mains frequency regulation to the very transmission of power through the network in the United Kingdom.
Author: Robbie Edward Sayers
Collaborators and co editors: Charlie Sims and Connor Healey.
(C) 2024 Robbie E. Sayers
COLLEGE BUS MANAGEMENT SYSTEM PROJECT REPORT.pdfKamal Acharya
The College Bus Management system is completely developed by Visual Basic .NET Version. The application is connect with most secured database language MS SQL Server. The application is develop by using best combination of front-end and back-end languages. The application is totally design like flat user interface. This flat user interface is more attractive user interface in 2017. The application is gives more important to the system functionality. The application is to manage the student’s details, driver’s details, bus details, bus route details, bus fees details and more. The application has only one unit for admin. The admin can manage the entire application. The admin can login into the application by using username and password of the admin. The application is develop for big and small colleges. It is more user friendly for non-computer person. Even they can easily learn how to manage the application within hours. The application is more secure by the admin. The system will give an effective output for the VB.Net and SQL Server given as input to the system. The compiled java program given as input to the system, after scanning the program will generate different reports. The application generates the report for users. The admin can view and download the report of the data. The application deliver the excel format reports. Because, excel formatted reports is very easy to understand the income and expense of the college bus. This application is mainly develop for windows operating system users. In 2017, 73% of people enterprises are using windows operating system. So the application will easily install for all the windows operating system users. The application-developed size is very low. The application consumes very low space in disk. Therefore, the user can allocate very minimum local disk space for this application.
Democratizing Fuzzing at Scale by Abhishek Aryaabh.arya
Presented at NUS: Fuzzing and Software Security Summer School 2024
This keynote talks about the democratization of fuzzing at scale, highlighting the collaboration between open source communities, academia, and industry to advance the field of fuzzing. It delves into the history of fuzzing, the development of scalable fuzzing platforms, and the empowerment of community-driven research. The talk will further discuss recent advancements leveraging AI/ML and offer insights into the future evolution of the fuzzing landscape.
Industrial Training at Shahjalal Fertilizer Company Limited (SFCL)MdTanvirMahtab2
This presentation is about the working procedure of Shahjalal Fertilizer Company Limited (SFCL). A Govt. owned Company of Bangladesh Chemical Industries Corporation under Ministry of Industries.
Courier management system project report.pdfKamal Acharya
It is now-a-days very important for the people to send or receive articles like imported furniture, electronic items, gifts, business goods and the like. People depend vastly on different transport systems which mostly use the manual way of receiving and delivering the articles. There is no way to track the articles till they are received and there is no way to let the customer know what happened in transit, once he booked some articles. In such a situation, we need a system which completely computerizes the cargo activities including time to time tracking of the articles sent. This need is fulfilled by Courier Management System software which is online software for the cargo management people that enables them to receive the goods from a source and send them to a required destination and track their status from time to time.
Event Management System Vb Net Project Report.pdfKamal Acharya
In present era, the scopes of information technology growing with a very fast .We do not see any are untouched from this industry. The scope of information technology has become wider includes: Business and industry. Household Business, Communication, Education, Entertainment, Science, Medicine, Engineering, Distance Learning, Weather Forecasting. Carrier Searching and so on.
My project named “Event Management System” is software that store and maintained all events coordinated in college. It also helpful to print related reports. My project will help to record the events coordinated by faculties with their Name, Event subject, date & details in an efficient & effective ways.
In my system we have to make a system by which a user can record all events coordinated by a particular faculty. In our proposed system some more featured are added which differs it from the existing system such as security.
Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...Dr.Costas Sachpazis
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Effects of Language of the Catchment Area in Learning Kiswahili
1. Research Inventy: International Journal of Engineering And Science
Vol.6, Issue 9 (October 2016), PP -08-12
Issn (e): 2278-4721, Issn (p):2319-6483, www.researchinventy.com
8
Effects of Language of the Catchment Area in Learning Kiswahili
Rebecca Wanjiku-Omollo
University of Eldoret, Kenya
Abstract: Kiswahili one of the compulsory subjects that is nationally examined but there has been complaints
about poor performance in schools. This paper is a report of a study carried out in 2012 in Kapseret Division of
Uasin Gishu County. The study assessed the effects of the language of the catchment area in learning Kiswahili.
The study was guided by sociocultural theory (SCT) and was descriptive in nature. Simple random sampling
was used to select 15 out of 50 schools in Kapseret Division, it was also used to select 20 %(750) of standard
six pupils from each of the selected schools. Purposive sampling was used to select 30 upper primary Kiswahili
teachers; one class six Kiswahili teacher and a Kiswahili panel head from the selected schools. Data was
collected using questionnaires, observation checklists. It was analyzed using descriptive statistical techniques
such as percentages and frequencies. The investigation found out Nandi was the language of the catchment area
but Kiswahili was used in communication because of different ethnic communities. Kiswahili be used in schools,
parents be sensitized to have a positive attitude towards Kiswahili hence changing the learners attitude.
Key Words: Catchment area, Language of instruction, Direct translation, Stigmatization, Kiswahili
I. Introduction
Language of the catchment area refers to language of the people within the locality of the school.
Research has shown that a number of case studies of immigrant minority groups and their languages have shown
the extent of language diversity which schools in larger European urban settings are confronted with. In
2001/2002 such a survey was conducted in the German city of Essen at the level of primary education (Chlosta,
Ostermann, Schroeder 2003 in Thurmann 2010). The aim was to establish language profiles for individual
primary schools and their catchment areas. Data was collected concerning home languages (i.e. languages
spoken in the family), languages learnt in school (preference of languages, skills and competences) and
background variables. A few of the overall results show that: Slightly more than 100 languages are spoken by
primary school children in Essen; 28% of children grow up in two or more languages; every school has to cater
for bi-lingual or plurilingual children – and these bi/plurilingual children are not distributed evenly across
schools (Thurmann etal. 2010).
The Bilingual Education Act of 1968 recognized the increasing number of language minority students
in the U.S. public schools and stated a preference for the use of bilingual programs in their education; which are
based on the pedagogical premise that children's acquisition of basic literacy skills and comprehension of
academic content is easier if the instruction is provided in a language that is comprehensible to them, i.e. native
language, and first language literacy and academic skills are an important support for the development of
literacy and academic skills in the second language (Cummins, 1991).
Children who have to learn literacy skills and academic content in a language they do not speak well
are doubly burdened. Native language instruction builds upon children's early conceptual and perceptual
development, motivates students to come to school and stay in school, and prevents them from falling behind in
content matter learning, and thereby helps "to equalize shortcomings of opportunity" for language minority
students (Cummins, 1991).
The study was to establish whether the language of the catchment area had a role in the learning of
Kiswahili. Chimerah (2000) asserts that, foreign languages are stumbling blocks; they cannot be expected to
enhance learning since they are limited as facilitators of communication and retard thinking. Thus, if
instructions are in the language of the catchment area, the learner will be motivated to be in school and will be
able to understand the content matter.
Nomlomo (2003) in his study on accommodating diversity in IsiXhosa classroom showed that the
speakers of standard IsiXhosa dialect were academically advantaged as they achieved good grades in IsiXhosa
while the speakers of non standard dialect were experiencing problems in the IsiXhosa classroom. This means
that learners enter the school setting as winners or losers depending on the dialects they speak. As a result of the
stigmatization of these dialects in the classroom and socially very early in life, the learners begin to develop
negative attitudes towards their own home dialects.
Kiswahili is a national language and used in cosmopolitan area, it suffers stigmatization since teachers
encourage the use of English in schools during their free time, and is accorded a high status in the place of work.
As a result, the learners develop negative attitudes towards subject.
2. Effects of Language of the Catchment Area in Learning Kiswahili
9
Siegel (1999 in Nomlomo 2003) states that, children who feel more confident about vernacular are
more successful in learning the standard dialect. Similarly, in South Africa proficiency in written forms of
English often act as a gatekeeper when it comes to access to tertiary education and high profile jobs in the
private sector (Desai 2003). However, Prof Wally Morrow adds that, in contexts where there is institutional
access, there is no guarantee that epistemological access will take place. Medium of instruction plays a crucial
role in providing epistemological access. However, it should be noted that limiting the use and development of
Kiswahili diminishes the possibility of meaningful learning in the classroom thus affecting the level of quality
participation and performance.
Kenya is a multilingual country since it is made up of different dialect which uses Kiswahili in their
communication and English as a medium of instruction in the upper primary school. Kenya‟s constitution states
that Kiswahili and English are the official languages although Kiswahili is considered less prestigious (Kembo-
Sure and Ogechi, 2009). Research has shown that a stigmatized dialect or language like Kiswahili has an
impact on the learner‟s performance. Thus, the researcher would want to establish if performance in Kiswahili is
affected by stigmatization of the language.
II. Theoretical Framework
This study was based on the Social Cultural theory (SCT) and the process of second language
acquisition by Vygotsky ( 1987). Firstly, the theory has it that the human mind is always and everywhere
mediated primarily by linguistically based communication and secondly, mental functioning is mediated
(activity theory). Second language acquisition (SLA) as a mediated process has been viewed in three general
perspectives: social mediation by experts and peers, self mediation and the artifact mediation. This research
investigated the role of peer and expert mediation in learning Kiswahili.
III. Research Methodology
A descriptive survey research design was adopted in the present study. The study was carried out in
Kapseret Division, because of the dismal performance in Kiswahili displayed in K.C.P.E results. It targeted
Kiswahili Panel heads, Kiswahili teachers and learners in primary schools.
Simple random sampling was used to obtain 30 % of 50 (N=15) primary schools. Purposive sampling
was used to select; one class six Kiswahili teachers since the study was limited to the upper primary classes in
particular class six because class 8 were being prepared for the K.C.P.E. exams while class sevens in most
schools were being prepared to be the candidates, and a Kiswahili panel head from each selected school.
Simple random sampling was used to select 20% of 750 class six pupils in each selected school. Therefore, 150
learners and 30 Kiswahili teachers participated in this study, making a sample of 180 respondents.
Data collection instruments were observation schedule and questionnaires which were administered to
teachers and learners. Content validity of the instrument was determined by discussing items in the instrument
with the two supervisors from Moi University. Pilot study was done and 0.73 coefficient of reliability obtained.
Data analysis was done basing on descriptive statistical techniques such as; frequencies, and percentages.
IV. Results
Language of the Community Surrounding the School
The teachers responses on language of the catchment area are as follows; 63.3% (N=19) revealed that,
the language of the community surrounding the school was Nandi and 16.7% (N=5) was Kiswahili, 13.3%
(N=4) and 6.7% (N=2) reported that it was Luhya and Kikuyu respectively. This implies that there were
different languages being spoken by the community surrounding the school.
Kiswahili is a language that is used for inter-ethnic communication among the population of this
Division. Kiswahili was mostly used in an area where the population was mixed; that is where there were
Kikuyu and Nandi, Kikuyu and Luhya, Nandi and Luhya or Nandi, Kikuyu and Luhya. Kapseret is a peri-urban
area but the population inclines to one of the Kenyan communities. This is because of inter-ethnic clashes
which keep on reoccuring in Kenya after every five years since 1991.
Language of the catchment area is very important in the Kenyan system of education. There are
policies that have been put in place regarding the language of the catchment area. For instance, Gachathi Report
(1976) advocated that, language of the catchment area be used as a medium of instruction from standard one to
three. This implies that the language that is likely to be used mostly in our case is Nandi which has the majority
of its speakers, this is not the case since there are other communities in the area thus Kiswahili is used as
language of instruction from class 1-3 and taught as a subject in other classes. Skutnabb-Kangas agrees with
this by arguing that one‟s mother tongue does not have to be defined by origin only and does not have to be the
same or remain one throughout one‟s life. This implies that one‟s language can be one that he chooses to be
identified with whether he speaks it or not (Kembo-Sure and Ogechi, 2009).
3. Effects of Language of the Catchment Area in Learning Kiswahili
10
Teachers were asked to state whether pupils use the language of the catchment area to communicate in
school, 56.7% (N=17) said No while 43.3% (N=13) said Yes. Further, 93.3% (N=28) stated that the language of
the catchment area affected the learning of Kiswahili. However, only 6.7% (N=2) stated otherwise. This
indicates that, learners do not use language of the catchment area in school but it does affect the learning of
Kiswahili. This is because in the schools neither Kiswahili nor mother tongue is encouraged yet they are the
languages used at home. As observed and tape recorded in the course of data collection, standard six pupils
could not communicate fluently in English or Kiswahili. They kept on mixing the languages which is cultivated
by „home characteristic‟ where the home language is different from the school language. This has a great
implication in learning because the medium of instruction plays a major role in determining success or failure of
the learner.
Teachers were asked to state the problems caused by frequency Mother Tongue use. The results were
23.3% (N=7) consonant displacement, 26.7% (N=8) direct translation, 20% (N=6) poor performance, 20%
(N=6) negative attitude towards Kiswahili language and 10% (N=3) inability of self expression. The same
problems were observed and tape recorded as the researcher collected data. Direct translation was evident in
learners of the same and different schools during the classroom session and outside the classroom. These were
some recorded sentences that were a direct translation from mother tongue:
1. *Ni vizuri watoto waogope wakubwa. (Direct translation)
No „obulayi abana barye abakhongo. (Luhya)
Ni vyema watoto kuwaheshimu watu wazima. (Correct sentence)
It is good for young ones to respect adults. (English)
2. *Msichana wenu anafanyanga wapi kasi? (Direct translation)
Omukana wenyu akholanga hena emirimo. (Luhya)
Dada yenu hufanya kazi wapi? (Correct sentence)
Where does your sister work? (English)
3. *Baba anatoa kazi ya walimu. (Direct translation)
Fafa arutaga wira wa walimo.(Kikuyu)
Baba anafanya kazi ya ualimu. (Correct sentence)
Father works as a teacher. (English)
4. *Analilia mtoto maziwa.(Direct translation)
Richin lakwet chego.(Nandi)
Mtoto analilia maziwa.(Correct sentence)
The child is crying for milk (English)
5. *Wanaenda mama na watoto sokoni.(Direct translation)
Bendi kamet ak lagok siro.(Nandi)
Mama na watoto wanaenda sokoni.(Correct sentence)
Mother and children are going to the market. (English)
Direct translation highly affects the written work especially the insha (composition) which constitutes
40% of the Kiswahili exam. The learner is not able to express himself using correct grammatical sentence
which may result in misrepresentation of the information.The second problem was consonant displacement; the
correct consonant is displaced and replaced with another. Among the Luhya represented in this research,
consonant z is replaced with consonant s in a word like kasi to mean kazi (job). Among Kikuyu‟s consonant l
was replaced by consonant r in a word like lia, the learner pronounced it as ria and wrote it as ria to mean (lia)
cry. Among the Nandi consonant ch was replaced by consonant j for instance in a word like chini the learner
pronounced it as jini and wrote it as jini to mean chini (down). Such kinds of problems affect the written and
oral speech. They contribute to change in meaning of what is said, for instance the word jini means a monster
therefore if the learner wrote a sentence it would appear like this;
6. *Mtoto alianguka jini.(The child fell monster)
This sentence is wrong since the word jini means monster yet the correct word would be chini (down).
Negative attitude towards Kiswahili language is another problem that has its root in the colonial period where
colonial policies favored English and marginalized the Kenyan indigenous languages. After independence
English has continued to be favored and different myths and stereotypes established as to why English used as
medium of instruction. For instance, English is needed in order to develop an individual socially, culturally and
economically. Secondly, important subjects like maths, science and technology can only be taught in English
because local languages do not have the lexical resources to handle them. Finally, English is neutral and is
suitable for national integration (Kembo-Sure and Ogechi, 2009)
4. Effects of Language of the Catchment Area in Learning Kiswahili
11
Myths and stereotypes have influenced the attitudes of parents in Kenya who are happy with the
current language situation in the country. To them education is about learning English and being able to
communicate in it. This is a similar case as that of South Africa where Desai in her research states that
proficiency in written forms of English often act as a gate keeper when it comes to access to tertiary education
and high profile jobs in the private sector (Desai 2003). Teachers and Parents have created negative attitude
among the learners towards the Kiswahili subject as such, learners end up putting more emphasis on the foreign
language rather than Kiswahili. Negative attitude has influenced the learning of Kiswahili and has contributed
to low performance. Additionally, a gap has been created among learners who attend rural primary schools and
those who attend urban primary schools where the language policies being implemented are different. Kiswahili
is the only language that can bridge this gap since it is a national as well as official language in Kenya.
All Kenyans need to understand that children can attain high level of literacy if they are allowed to use
Kiswahili which is common in all Kenyan homes. Kiswahili has contributed to socio-economic transformation
among different people since it has created jobs both nationally and internationally.
Poor performance in Kiswahili was cited and was the reason for the study. In the past three years;
2008, 2009, 2010 Kiswahili had a mean of 51.00%, 51.77%, 53.02% respectively and average mean of 51.93%.
Although for the three years Kiswahili has shown significant improvement in its mean mark, it is important to
note that it still lags behind other subjects. For instance in the year 2008, it was ranked the third out of five
subjects. In the year 2009, it was ranked the fifth out of five subjects and in the year 2010 it was ranked third
out of five subjects.
There are many causes for poor performance in Kiswahili but as Kembo-Sure and Ogechi, (2009)
noted, there is always a tendency to explain poor school performance by blaming facilities, teacher competence,
socio-economic status etc but hardly the language of instruction, especially where it is alien to the learner.
Indeed, in most schools the language that is encouraged is not Kiswahili yet it is the language that is used among
the different ethnic groups.
Learners‟ responses concerning the language of the catchment area were as follows; 53.3% (N=80) of
the learners use Kiswahili language to communicate while going home or school, 22% (N=33) use mother
tongue, 4% (N=6) use English and 20.7% (N=31) use both Kiswahili and English. Further 48.7% (N=73) and
42.0% (N=63) of the learners use English and Kiswahili respectively to communicate in school during free time.
There were 8.7% (N=13) who use Kiswahili and English and 0.7% (N=1) use Mother tongue to communicate
while in school.
The findings show that, Kiswahili is popular among the learners and is used outside the school
compound but while in school, less than half of the sampled respondents admit that they do not use Kiswahili in
school because of the language policy in schools. Siegel (1999 in Nomlomo 2003) states that children who feel
more confident about vernacular are more successful in learning the standard dialect. Thus, Kiswahili should be
the language that the learners in primary school in Kapseret feel more confident about.
Learners‟ responses on frequency of mother tongue use were as follows; 63.3% (N=95) of the learners
did not use mother tongue while 24.7% (N=37) frequently used mother tongue while in school. The research
gives the evidence that mother tongue is minimal for communication among learners; this is similar to Kiswahili
since the learners are discouraged to communicate in it while in school apart from the stipulated day of the
week. Prah (2003) states that, the language in which education is principally conducted, is one of the far-
reaching and significant features of any education system. It is the language in which basic skills and
knowledge are imparted to the population, and medium in which production and reproduction of knowledge is
taught.
Prah (2003) argues that if the language of instruction is same as mother tongue or home language, it
doesn‟t only affirm the developmental capacity of mother tongue to grow as a language of culture, science and
technology, but also gives confidence to a people, with respect to their historical and cultural baggage.
Therefore, minimal use of Kiswahili is detrimental since it does not build confidence in the learner which results
in less production and reproduction of knowledge.
III. Summary
The study found out that the language of the community surrounding the school was Nandi, though
there were other languages. Also, majority of learners did not use language of the catchment area to
communicate in school, but mother tongue affected the learning of Kiswahili. The problems caused by the
frequency of mother tongue use were consonant displacement, direct translation, poor performance in Kiswahili
and negative attitude towards Kiswahili language. Further, most learners used Kiswahili language to
communicate while going home or to school but did not use it in school.
5. Effects of Language of the Catchment Area in Learning Kiswahili
12
IV. Conclusion
Basing on the findings, the language of the catchment area played a role in the learning of Kiswahili.
The language the learners used, mostly affected written and spoken Kiswahili. The research established that
Nandi, Luhya, Kiswahili and Kikuyu were the languages of the catchment area although Nandi had the highest
population and they affected Kiswahilis‟ performance.
The findings help the researcher conclude that Kiswahili is the language of the catchment area, which
teachers and parents haven‟t supported in building confidence in it since they encourage learners to speak and
write in English as a result there is poor performance in it and other subjects
V. Recommendation
The Ministry of Education should sensitize parents and the community on the importance of Kiswahili
so that they can have a positive attitude towards Kiswahili which will also change the attitude of their children,
Kiswahili should be used in schools especially in peri-urban areas.
References
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Mauritius: Book Printing Services Ltd.
[4]. Kembo-Sure. and Ogechi, O. N. (2009). Linguistic Human Rights and Language Policy in the Kenyan Education System. Ethiopia:
Addis Ababa.
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Africa (LOITASA). Mauritius: Book Printing Services Ltd.
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