English Language Cultural Dynamics in ELT at Secondary School Level in Kenya

Abstract

The debate on cultural issues of English language has recently taken centre stage in educational research in Kenya. Language educators have voiced their concern due to lack of recognition of the important role of culture in English language curriculum at secondary school level in Kenya. In addition, Kenya being an ethnically diverse country has realized problems of cultural intolerance in the recent past. Yet, culture of a language plays a major role in language development and acquisition of intercultural competence of learners in any society in the world. However, the contribution of English language culture has rarely been studied in the Kenyan context. This study sought to determine English language cultural related issues in English language pedagogy at secondary school level in Kenya. This was one of the objectives in a PhD Thesis research. The study adopted qualitative design, multiple case study method. The raw data was generated through the use of interview schedule, focused group discussions, document analysis and lesson observations. The research was carried out in Uasin Gishu County in six secondary schools based on categories girls, boys and mixed. The sample comprised of 60 participants: twelve teachers of English language and forty-eight form three students who were purposively sampled. The data was analyzed basing on emerging themes. The findings included etiquette, pronunciation of sounds, stress and intonation, grammar rules, English language cultural beliefs and indigenous languages. The study is useful to language educators, teachers of English language and curriculum designers. The study concludes that English language native culture could be enhanced more in the curriculum to help second language learners to learn English language with ease.

Keywords: English language culture, teaching, curriculum, indigenous language culture

DOI: 10.7176/JEP/14-2-03

Publication date: January 31^st 2023