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A CRITICAL DISCOURSE ANALYSIS OF GENDERED LANGUAGE IN ENGLISH COURSE BOOKS OF KENYAN SECONDARY SCHOOLS

Wed, 01 Jan 2025 00:00:00 GMT

A CRITICAL DISCOURSE ANALYSIS OF GENDERED LANGUAGE IN ENGLISH COURSE BOOKS OF KENYAN SECONDARY SCHOOLS ONKWANI EVERLYNE Discourse on gendered language continues to elicit debate since it communicates prejudiced opinions and views about males and females. The course books of English for Kenyan secondary schools contain gendered language that portrays stereotyped perspectives about females and males. However, literature on gendered remarks which exclude, trivialize and demean either gender in those books has not been documented. This study examined gendered language in Secondary English for Form1-3 and New Horizons in English for Form 4 course books approved by KICD. The study explored the forms of gendered language, analysed ideologies that determine use of gender biased language and explained how power is manifested in gendered language since there is scanty knowledge about the gendered language in the current course books for English. The study employed a conceptual framework constituting Fairclough‘s (2001) Critical Discourse Analysis approach and Lakoff‘s (1975) Deficit Approach to explain ideologies that determine gendered language and power relations manifested in the English course books. An analytical research design was adopted in studying pictures and texts such as passages, dialogues, narratives, interviews, speeches, letters, biographies and poems with gendered language. 15 texts with gendered overtones from each course book were identified by purposive sampling to make a total of 60 texts and 22 accompanying pictures. The researcher read the texts and identified gender unresponsive pictures, words, sentences and dialogues and then a list of the data was prepared for analysis. Content analysis was used to classify data into gendered language at word, sentence and discourse level. The analysis of the data for this research was based on the three dimensional model, Critical Discourse Analysis by Fairclough (2001). The findings of this study indicate existence of gendered language at word, sentence and discourse levels since males are over-represented as compared to females. The males are over- represented in pictures and texts in number and portrayal in determining roles in society whereas females are over-represented in nurturance and supportive roles. The male gender is portrayed as the norm and powerful, controlling resources and females. On the other hand, females are excluded and undermined through use of gender unresponsive language. The ideologies informing gender biased language represent males and females as existing in separate spheres of society in binary opposition relation. The forms of power relations between genders legitimize males over females as expressed by gendered language. Findings indicate that the English course books of Kenyan secondary schools promote patriarchy through gendered language.

ADISCOURSEANALYSISOFTHESPEECHACTSANDCOOPERATIVE PRINCIPLES IN COURTROOMINTERACTIONSINSELECTED SUBORDINATECOURTSOFLAWINKENYA

Wed, 01 Jan 2025 00:00:00 GMT

ADISCOURSEANALYSISOFTHESPEECHACTSANDCOOPERATIVE PRINCIPLES IN COURTROOMINTERACTIONSINSELECTED SUBORDINATECOURTSOFLAWINKENYA JANETOMWANCHA This study undertook a Discourse Analysis of the Speech Acts and Cooperative Principles in courtroom interactions in selected Kenyan courts of law. Discourse analysis analyzes the use of spoken or written language in a social context, courtroom setting being one of the contexts. The study of discourse is entirely context-dependent because conversation involves situational knowledge beyond just the words spoken. Often times, meaning cannot be extrapolated from an exchange merely from its verbal utterances because there are many semantic factors involved in authentic communication. The dearth of research addressing the use of speech acts and cooperative principles by legal practitioners, judges, and litigants during court proceedings inhibits a comprehensive understanding of legal discourse in Kenyan courts. Since this study was dependent on courtroom discourse, it was expected that there be peculiarities in the way the participants used their language and the acts performed by their language. This study investigated the types of speech acts, as classified by Searle in Levinson (1983) and speech act strategies enacted by courtroom discourse participants and their purpose during courtroom proceedings in selected subordinate courts in Kenya. Further, the study examined, by use of tables the most common CP maxim that is observed by courtroom discourse participants. In addition, it explored the discourse participant’s non-observance of Paul Grice’s Cooperative Principle maxims by violating and flouting during subordinate Kenyan courtroom interactions. Discourse Analysis (DA) is the theory that informed this study. Concepts from the Speech Acts Theory, the Searl in Levinson (1983) model and the Cooperative Principle model by Paul Grice were also used. The study adopted a descriptive research design. The study purposefully sampled three chief magistrate courts. The sample consisted twelve cases audio recorded and observations written on a notebook. To allow for analysis, the audio recordings were be transcribed and the various language features coded using Nvivo 14 computer software. The findings revealed the existence of five major types of Speech Acts with 12 subcategories of the SA. The study also identified the four CP maxims and found out that the maxim of manner has the most instances of maxim observation. Four major CP maxims and 2 ways of non-observance were analyzed. The study revealed that there is a relationship between the SA and the CP maxims is Subordinate Kenyan Courts of Law Proceedings. Theoretically, this study has confirmed, and expanded the basis of Speech Acts, observance, and non-observance of the CP in the academic terrain of correlating language, law, crimes / offences, and trials. The research has made significant contributions to both the field of linguistics and the legal system in Kenya, with broader implications for legal discourse and practice globally. Students studying in higher levels, especially the English majors and English for specific purposes students now have an ample amount of knowledge about the types and usage of speech acts and observance, non observance of the CP maxims in legal oral discourse from subordinate Kenyan courts of law.

RELATIONSHIP BETWEEN INSTITUTIONAL FACTORS AND THE LEVEL OF CURRICULUM IMPLEMENTATION FOR LEARNERS IN NON- FORMAL EDUCATION CENTRES IN NAIROBI COUNTY, KENYA

Wed, 01 Jan 2025 00:00:00 GMT

RELATIONSHIP BETWEEN INSTITUTIONAL FACTORS AND THE LEVEL OF CURRICULUM IMPLEMENTATION FOR LEARNERS IN NON- FORMAL EDUCATION CENTRES IN NAIROBI COUNTY, KENYA NGUNJU MAGDALENE NYAMBURA The successful execution of a curriculum is significantly influenced by institutional elements. This research aimed to determine the connection between institutional elements and the extent of curriculum implementation for out-of-school learners in non-formal education (NFE) institutions within Nairobi County, Kenya. The research was directed by four distinct goals: to evaluate the connection between the traits of out-of-school learners and curriculum execution; to identify the link between teaching/learning materials and curriculum execution; to analyze the correlation between supervision levels and curriculum execution; and to investigate the relationship between teacher-related elements and curriculum execution in non-formal education institutions. The research was based on Knowles’s Theory of Andragogy and utilized a descriptive research design. The focus group included 178 non-formal education organizations, 2,200 learners of all ages, 90 instructors, and 120 institutional administrators. Snowball sampling and census sampling were employed to choose 327 students, guaranteeing representation from different centers. A total of 90 teachers and 120 managers were included using census sampling. Data were gathered through questionnaires for students and instructors, an interview guide for administrators, and an observation checklist to evaluate the extent of curriculum execution. A trial test was performed to verify and confirm the dependability of the tools. Quantitative data were assessed through descriptive statistics (frequencies, percentages, and central tendency measures), and the Chi-square test was utilized to investigate relationships among variables. Qualitative data were analyzed thematically. Findings revealed that learner characteristics specifically age (X²(df=12)=27.086; p=0.008) and marital status (X²(df=2)=7.181; p=0.028) significantly influenced curriculum implementation. Teaching/learning resources, including classroom facilities (p=0.015), staffrooms/offices (p=0.006), laboratories/workshops (p<0.0001), libraries (p<0.0001), and playgrounds (p<0.0001), had a statistically significant impact on curriculum implementation. Supervision by government officials (p<0.0001), sponsors (p<0.0001), and overall institutional supervision (p=0.014) also significantly influenced implementation levels. Teacher-related factors training and qualifications (p=0.013), number of teachers (p<0.0001), teaching ability (p=0.002), classroom interaction (p=0.001), teachers’ attitudes (p<0.0001), and teacher turnover (p<0.0001) were found to be significantly associated with curriculum implementation. The study concludes that institutional factors play a critical role in shaping curriculum implementation outcomes in NFE settings. It recommends that policymakers and stakeholders develop flexible, inclusive learning strategies that accommodate diverse learner characteristics; invest in adequate teaching/learning resources and infrastructure; and strengthen supervision mechanisms. Further, targeted teacher training, professional development programmes, and teacher retention strategies should be prioritized. Potential beneficiaries of the study include curriculum developers, NFE policymakers, educational planners, teachers, managers, NGOs supporting NFE programmes, and learners themselves. The study also recommends future research to explore gender-related barriers affecting female learners' participation and retention in NFE institutions.

TATHMINI LINGANISHI YA USAWIRI WA USHUJAA KATIKA TENDI ZA FUMO LIYONGO, MIKIDADI NA MAYASA NA SWIFA YA NGUVUMALI

Wed, 01 Jan 2025 00:00:00 GMT

TATHMINI LINGANISHI YA USAWIRI WA USHUJAA KATIKA TENDI ZA FUMO LIYONGO, MIKIDADI NA MAYASA NA SWIFA YA NGUVUMALI EVANS OMBENG’I NYACHOI Utafiti huu ni tathmini ya usawiri linganishi wa ushujaa katika tendi za Fumo Liyongo, Mikidadi na Mayasa na Swifa ya Nguvumali. Madhumuni ya utafiti huu ni kumtambulisha shujaa kwa vigezo vya ushujaa wa Kiafrika katika tendi teule za Kiswahili, kutathmini mchango linganishi wa mazingira katika kusawiri ushujaa katika tendi teule na kubainisha kiulinganifu matumizi ya mbinu za utunzi katika kusawiri ushujaa katika tendi teule. Uteuzi wa mada ya utafiti uliongozwa na kuwepo kwa pengo la kiusomi. Hata ingawa tafiti nyingi zimefanywa kuhusiana na swala la ushujaa, mtafiti hajaweza kutagusana na utafiti uliochunguza ulinganishi wa ushujaa katika tendi teule za Utendi wa Fumo Liyongo, Utendi wa Mikidadi na Mayasa na Utendi wa Swifa ya Nguvumali. Utafiti huu uliongozwa na nadharia tatu. Nadharia ya kwanza ni Mithiolojia iliyoasisiwa na Raglan (1936) na Rank (1909) na kuendelezwa na Okpewho (1979) na Mulokozi (2002). Nadharia ya Mithiolojia imeorodhesha sifa bainifu za shujaa wa Kiafrika ambazo shujaa wa Kiafrika anafaa kuwa nazo katika tendi. Nadharia ya pili ni Ujumi Mweusi ya Zirimu (1971). Nadharia hii inapendekeza fasihi ya Kiafrika ihusishe Uafrika na mazingira ya Kiafrika katika kusawiri ushujaa. Nadharia hii inalenga kuonyesha hali ya kujivunia Uafrika. Nadharia ya tatu ni Umaumbo ya Shyklovsky ( 1904) na kuendelezwa na Roman ( 1919). Nadharia ya Umaumbo inashikilia kuwa kazi za fasihi ziweze kuandikwa kwa sifa bainifu za umbo maalumu na zitumie mbinu mahususi za utunzi katika kufikisha ujumbe wa kifasihi. Utafiti huu ulikuwa wa maktabani. Maktaba mbalimbali yakiwemo ya intaneti yalitumika. Kundi lengwa la utafiti huu, lilikuwa tendi za Kiswahili, ambapo kimaksudi mtafiti aliteua tendi tatu ambazo ni Utendi wa Fumo Liyongo, (Kijumwa, 1913) Utendi wa Mikidadi na Mayasa, (Bashir 1972), na Utendi wa Swifa ya Nguvumali, (Ismaili 1968). Data imeandikwa kwenye nakala ngumu na pia kwa tarakilishi. Data ilikusanywa kwa njia ya uchanganuzi wa yaliyomo kwa kuzisoma tendi zenyewe na kazi mbalimbali zilizohusu suala la ushujaa. Uchanganuzi wa data ulikuwa kwa njia ya maelezo ambapo data ilieandikwa, ikachujwa na kufafanuliwa. Matokeo ya utafiti yamewasilishwa kwa njia ya maandishi. Utafiti huu umemtambulisha shujaa kwa vigezo vya shujaa wa Kiafrika katika tendi teule, na uligundua kuwa, si kila shujaa wa tendi teule za Kiswahili uafiki vigezo vya kumtambulisha shujaa wa Kiafrika. Mtafiti ametathmini mchango linganifu wa mazingira, na kuamua kuwa mazingira yana mchango mkubwa katika kumjenga shujaa katika tendi teule za Kiswahili. Kiulinganifu, utafiti uligundua kuwa, mbinu za utunzi zina nafasi kubwa katika kusawiri ushujaa. Mbinu nyingi zilitumika katika tendi zote ila tu mbinu za Ndoto na Ngomezi, ambazo zilitumika katika baadhi ya tendi. Matokeo ya utafiti huu yanatarajiwa kuwa ya muhimu kwa jamii ya wasomi katika urejeleaji wa dhana ya ushujaa na kuzua mtazamo mpya wa usawiri wa ushujaa kwa kulinganisha ushujaa katika tendi teule. Utafiti huu ni daraja kwa watafiti wa baadaye na ni nyongeza kwa tafiti ambazo zimefanywa kuhusiana na suala la ushujaa katika tendi za Kiswahili.