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The Multivoices of Kenyan Primary School Children Learning to Read and Write

✍ Scribed by Esther Mukewa Lisanza

Publisher
Palgrave Macmillan
Year
2020
Tongue
English
Leaves
170
Category
Library
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✦ Synopsis

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.

✦ Table of Contents

Acknowledgments
Contents
List of Figures
Chapter 1: Introduction
Language and Education Situation in Kenya
Mutituni and Nyika Primary Schools
Theoretical Framework: Sociocultural and Dialogic
Research Design
Related Scholarship in Early Childhood Literacy, Second Language and Bilingualism/Multilingualism
Written Language and Other Symbolic Repertoires
Classroom Interactions During Reading Lessons
Translanguaging Practices in Bilingual/Multilingual Classrooms
Plan of the Book
References
Chapter 2: The Enactment of Official Language Policies in Mutituni and Nyika Primary Schools: Their Impact on Learning
Official Language Policy at Mutituni Primary School
Official Language Policy at Nyika Primary School
References
Chapter 3: The Enacted English Reading Curriculum
The Enacted Reading Curriculum at Mutituni Primary School
The Enacted Reading Curriculum at Nyika Primary School
References
Chapter 4: The Enacted Writing Curriculum
Writing Practices at Nyika Primary School
References
Chapter 5: The Unofficial Practices: What Are the Children Telling Us?
Children’s Symbolic Repertoires and Linguistic Repertoires: The Place of Talk
Snack Time in Mutituni Primary School
Snack Time at Nyika Primary School
“Mshamba” Episode
Children Shows Episode
Family Episode
Kadogo’s Letter Episode
The Place of Drawing in Children’s (Written) Language Development
Pictures Only
Pictures with Labels
Pictures with Phrases
Stylized Sentences with No Drawings
Extended Writing/Stories in Swahili and English
Nyika Children’s English Stories
Animal Stories
Religious Stories
References
Chapter 6: Enacting Children’s Multiple Voices: Implications for Theory, Policy and Pedagogy
Theoretical Implications
Policy Implication: National and Local Language Policies
The Place of a Child’s First Language in Second Language Development
Resisting the Dominant Ideologies: The Place of Translanguaging in a Second Language Classroom
Curriculum and Pedagogical Implications
The Relevance of Written Language to a Child
Children’s Symbolic Repertoires: The Place of Drawing, Talk, Play, Storytelling, Reading Storybooks in Oral and Written Language Development
The Role of a Teacher’s Agency in a Language Classroom
Unofficial Curriculum: Children’s Agency at Work
Reading-Writing Connection
The Place of Talk in Reading Instruction
Impact of Classroom Context on Language Development
References
Appendix
References
Index

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