Language, Learning, and Social Cohesion among Refugee Communities in Kenya

• In Event: Linguistic Hierachies and Multilingual Education

Proposal

As of June 2024, Kenya hosted 777,354 registered refugees and asylum seekers (51% male and 49% female) from over 20 countries, with 289,861 of them residing in Kakuma Refugee Camp and Kalobeyei Integrated Settlement, 383,048 in Dadaab Refugee Camps and 104,445 living in urban areas. The number of school-going refugees aged 5–17 years was 308,289, representing 39.6% of the refugee population. In Kakuma and Kalobeyei, at least 100,217 students were enrolled in 55 schools supported by UNHCR while in Dadaab, UNHCR was supporting 45,077 students studying in 29 schools making a total of 145,294. With statistics indicating that only 47% of refugee school-going children were enrolled in schools (UNHCR, 2024), this highlights a significant concern to equity and human right as the Kenyan Constitution (Republic of Kenya, 2010), the Basic Education Act (2013) and the Refugee Act (2021) stipulate access to education as the right of every child in Kenya, including non-citizens and refugees and asylum seekers.

Refugee and asylum-seeking children in Kenya face many challenges, and language is one of the major barriers to their learning. The Kenyan constitution recognizes Kiswahili as the official language and it requires that in Early Years Education (Pre-Unit 1 to Grade 3), teaching and learning to be done in the language of the local community (the “catchment area” language). During these years, English and Kiswahili are taught separately as subjects, now referred to as learning areas. From Grade 4 onwards, English is the main language of instruction, while Kiswahili continues to be taught as a subject.

A mixed method approach was employed in collecting primary data through a field-based survey in Kakuma, Kalobeyei and Dadaab camps while secondary data was collected through review of relevant government reports and other reports from organisations working in the refugee camps. The study explored how language influences social cohesion and resilience in different educational settings in Kenya and examined its impact on learning outcomes for both refugees and host communities. A total of 495 participants participated in the survey out of a target of 547 participants, representing over 90% of the expected sample. Nine lessons were observed to understand how teachers implement the Language in Education Policy. Qualitative data were recorded, transcribed, and analysed using NVivo. Quantitative data were analysed with STATA, employing descriptive statistics to examine differences by gender, age, education, country of origin, and other factors.

From the study, a total of 16 different languages were represented among the participants, indicating significant linguistic diversity and therefore a need for social cohesion and resilience building. Somali was the most widely spoken language, accounting for 55% of the households. In Dadaab, the Somali language is so dominant that minority nationalities are compelled to learn it for social, business, and educational purposes. The linguistic landscape is different in Kakuma and Kalobeyei, where refugees come from many countries and the host community speaks a different language. In these contexts, Kiswahili, English, and mother tongues are the preferred languages for communication, business, and education.
Majority of the respondents indicated that English was the most significant language for refugees. Specifically, English is essential for better academic achievement, communication, social cohesion, peace promotion, global connection, cultural exchange, employability, improved livelihoods, and desire to resettle in a new country. Swahili language was best suited for cohesion, integration in Kakuma and Kalobeyei, and social mobility across Kenya. Also, since more people in these camps understand Kiswahili than English, it is widely used in business, contributing to improved livelihoods and economic development. In contrast, in Dadaab refugee camp, Somali plays a central role, as most inhabitants are illiterate and monolingual.

Seventy-four percent of participants reported difficulties communicating with other refugees and members of the host community, while 70% of children struggled to understand school content due to language barriers. Additionally, 36% faced challenges in socializing with peers and lacked motivation to attend school, and 49% had difficulties actively participating in classroom activities. Only 14% of participants reported no challenges in school. Educational attainment was generally low, reflected in poor learning outcomes, low retention, and weak transition rates. Economic attainment was also limited, with many unable to secure employment or benefit from economic opportunities, particularly those available online. Finally, the study provides contemporary strategies that can be implemented to improve proficiency in English and Kiswahili, such as adopting peer learning, providing remedial classes, and subsidising the cost of language programmes.

This study highlights the role of language in fostering social cohesion and resilience among refugees in Kenyan camps. The findings reveal significant challenges posed by language barriers, which hinder both educational outcomes and social integration. A considerable number of participants reported difficulties in communication arising from linguistic diversity. Although initiatives by NGOs, particularly UNHCR, provide essential support, there is still a pressing need for expanded language learning resources, strengthened teacher training, and deeper community engagement to address these challenges effectively. The study underscores the importance of equipping refugees with proficiency in English and Kiswahili, as these skills not only facilitate better access to education and employment opportunities but also promote a sense of belonging within the host community. Overall, targeted interventions that prioritise language acquisition are essential for empowering refugees and enhancing their overall well-being. The study therefore suggests the following policy recommendations: 1) Enhancing language resources by increasing accessibility and availability of learning commodities. This could be through providing textbooks, digital learning materials, and language learning software tailored to the needs of refugees; 2) Implementing comprehensive teacher training programmes by developing programmes for teachers in supporting multilingual strategies of teaching; 3) Fostering community engagement and parental/guardian involvement initiatives in the educational process of learners; 4) Providing availability of after and out-of-school tutoring and remedial programmes specifically focused on language skills; 5) Strengthening NGOs, local organisations, and educational institutions to create a more coordinated approach to language education and support; and 6) Increasing the number of language schools catering for both learners in and out of school.

Author

• John Munyui Muchira, University of Florida