"IMPLEMENTING LANGUAGE POLICY IN KENYA'S EDUCATION SYSTEM: CHALLENGES AND WAY FORWARD"

Abstract

Language is a key pillar that drives a nation to succeed on varied fronts. It is fundamental to communication, and its different real-life situations are examined and interpreted. The use of local languages, especially in pedagogy, is instrumental to the holistic development of individuals in multilingual settings where different cultures commune because of diverse linguistic habitats. Local languages are the principal tools used in the creation, dissemination, and interpretation of knowledge, as well as cultural beliefs and practices that govern the way of life of a particular community. Local languages are pre-eminent contributors to any country's social, political, and economic development. Without them, individuals are confronted with sub-standard ways of living coupled with stagnation in different spheres of life. Because of the impact of local languages, their use is entrenched in the Kenyan constitution of 2010 as stipulated in chapter 2, section 7(3), which notes the commitment of the state to promote and protect the diversity of languages of the people of Kenya and to promote the development and use of indigenous languages, Kenya Sign language, Braille and other communication formats and technologies accessible to persons with disabilities. It is deemed a basic human right in the Constitution; therefore, when individuals are denied the opportunity to use it, their human rights are violated. Despite the benefits that accrue from the use of local languages, they have not been given the attention they deserve in the Kenyan context and the African continent generally. This continent has relegated them to the periphery, especially in the realm of education, a fact that has contributed significantly to the alienation of the continent. Most education systems in Africa precede international languages, even though the number of those fluent in these languages is minimal. Using such languages in the education system poses far-reaching consequences because there is a disconnect between what is formally taught and its applicability in the social domain. On this premise, this study sought to investigate the extent to which teachers implement the local language policy in education, examine the challenges faced in implementing the local language policy, anddescribe practical solutions to the challenges faced in the implementation. Using a qualitative approach,the findings were that over 50% of teachers, parents and stakeholders agreed that the enhancement of local languages in schools promoted career development and opened avenues which can be used to achieve social integration.