Uchunguzi wa Matumizi ya Kiswahili katika Ufunzaji wa shule za chekechea katika Manispaa ya Webuye, Kenya

Abstract

The main purpose of this study was to investigate the use of Kiswahili in teaching and learning at the Preschool level. The research was carried out in Webuye Municipality, Bungoma East District of Western Province in Kenya. The study sample was selected through systematic and simple random sampling techniques. The sample comprised of 19 preschool managers, teachers and parents. This number was uniformly used in the above groups. The pre- unit nursery children in all the 19 preschools were incorporated in the sample.

Data was collected by use of questionnaires, interview and observation schedules. Data was analysed through descriptive statistics. Tables, bar graphs as well as pie charts were used in presenting the data. The study was guided by the functionalism theory as advocated by Halliday (1970). This theory explains that language is the main facilitator of learning and teaching.

The study revealed that Kiswahili was used alongside English language and the pupils' mother tongue during instruction. There was no seminar held for the preschool teachers on the use of Kiswahili language. It was further established that most of the parents did not advocate the use of Kiswahili language in teaching and learning of their children at the preschool level. However, Kiswahili was the most popularly used language during instruction.

In light of the study findings, it is recommended that the language of the catchment area should be emphasized. In multilingual areas, a language common to all should be used during instruction. Preschools should come up with workable strategies to create teaching aids with Kiswahili wordings. K.I.E should also organize seminars on the use of Kiswahili language, for this will inspire teachers to discover new strategies on the use of Kiswahili language in teaching and learning at the preschools.