The Paradox of Language Use in Kenya’s Education System: A Deepening Divide Between Policy, Practice, and Sociocultural Realities

• In Event: AERA Roundtable Session Saturday 7:45 am
  In Roundtable Session: Assemblages, Realities And Tensions In Decolonizing Education

Abstract

Kenya has over 60 Indigenous languages, yet English and Kiswahili dominate education. While policy supports mother tongue instruction, schools largely neglect Indigenous languages, disadvantaging children both academically and culturally. This study explores the historical, current, and future language dynamics in Kenyan education, highlighting how translanguaging affirms identities and improves learning. Socioeconomic and cultural factors further shape language use, especially for marginalized learners. The research advocates for inclusive policies that integrate home languages into schooling, shifting from the dominance of Western languages to the promotion of indigenous languages. Kenya must reform language policy, promote Indigenous language instruction, and align with constitutional and international rights to ensure equitable education. Embracing linguistic diversity is essential to empowering communities and achieving inclusive education nationwide.

Author

• Jackson Mainai Shaa, Texas Tech University