This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language. The author uses two case studies, of an urban and a rural school, to explore how different socioeconomic and cultural contexts can affect the enactment of language policies and their effect on literacy. This book contributes a unique perspective to studies in language and literacy education due to its distinctive exploration of young children learning to read and write in the English language in Kenya, and it will be of particular interest to students and scholars of applied linguistics, language education, bilingualism and language policy.
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1 | (18) |
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Language and Education Situation in Kenya |
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2 | (2) |
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Mutituni and Nyika Primary Schools |
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4 | (2) |
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Theoretical Framework: Sociocultural and Dialogic |
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6 | (3) |
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9 | (1) |
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Related Scholarship in Early Childhood Literacy, Second Language and Bilingualism/Multilingualism |
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10 | (4) |
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14 | (1) |
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15 | (4) |
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2 The Enactment of Official Language Policies in Mutituni and Nyika Primary Schools: Their Impact on Learning |
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19 | (26) |
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Official Language Policy at Mutituni Primary School |
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22 | (8) |
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Official Language Policy at Nyika Primary School |
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30 | (12) |
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42 | (3) |
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3 The Enacted English Reading Curriculum |
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45 | (28) |
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The Enacted Reading Curriculum at Mutituni Primary School |
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47 | (11) |
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The Enacted Reading Curriculum at Nyika Primary School |
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58 | (12) |
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70 | (3) |
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4 The Enacted Writing Curriculum |
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73 | (24) |
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Writing Practices at Nyika Primary School |
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74 | (21) |
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95 | (2) |
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5 The Unofficial Practices: What Are the Children Telling Us? |
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97 | (46) |
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Children's Symbolic Repertoires and Linguistic Repertoires: The Place of Talk |
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99 | (12) |
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The Place of Drawing in Children's (Written) Language Development |
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111 | (15) |
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Nyika Children's English Stories |
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126 | (14) |
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140 | (3) |
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6 Enacting Children's Multiple Voices: Implications for Theory, Policy and Pedagogy |
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143 | (12) |
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143 | (1) |
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Policy Implication: National and Local Language Policies |
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144 | (3) |
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Curriculum and Pedagogical Implications |
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147 | (5) |
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152 | (3) |
| Appendix |
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155 | (2) |
| References |
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157 | (6) |
| Index |
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163 | |
Esther Mukewa Lisanza is Assistant Professor in the Department of African Studies at Howard University, USA. Her research and publications centre on language and literacy development, politics of language in education, African education, and womens empowerment in Africa.
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