Fresh significance

But that might be about to change with the launch of the competence based curriculum already under implementation in grades one up to three. The new school system places emphasis on developing learner abilities rather than preparing learners to pass national examinations as has been the case.

It is an approach that puts the student at the centre of learning activities and in which mother tongues are likely to assume fresh significance.

The importance of the rebirth of the use of indigenous languages in schools in Kenya cannot be overemphasised. It could have a profound effect on children’s educational outcomes, as well as much broader beneficial effects on the Kenyan society.

Research shows overwhelmingly that mother tongues are the most ideal tools for early child education. In a variety of countries — such as South Africa, Ethiopia, Papua New Guinea — studies indicate that the mother tongue medium is the best for early school education.

This is particularly true in Sub-Saharan Africa where research has shown that early education based on a child’s mother tongue gives them a head start in their literacy and language learning.

A study conducted in Ethiopia recently, for instance, indicates that pupils who transition to English medium of instruction in grade five perform better in mathematics. The findings corroborate those in South Africa.

Research findings commissioned by international organisations including UNESCO and World Bank concur that a mother tongue is the best language in early school learning. For instance, UNESCO indicates that mother tongues are the best sociologically, psychologically and educationally for children entering primary school.

Fresh significance

But that might be about to change with the launch of the competence based curriculum already under implementation in grades one up to three. The new school system places emphasis on developing learner abilities rather than preparing learners to pass national examinations as has been the case.

It is an approach that puts the student at the centre of learning activities and in which mother tongues are likely to assume fresh significance.

The importance of the rebirth of the use of indigenous languages in schools in Kenya cannot be overemphasised. It could have a profound effect on children’s educational outcomes, as well as much broader beneficial effects on the Kenyan society.

Research shows overwhelmingly that mother tongues are the most ideal tools for early child education. In a variety of countries — such as South Africa, Ethiopia, Papua New Guinea — studies indicate that the mother tongue medium is the best for early school education.

This is particularly true in Sub-Saharan Africa where research has shown that early education based on a child’s mother tongue gives them a head start in their literacy and language learning.

A study conducted in Ethiopia recently, for instance, indicates that pupils who transition to English medium of instruction in grade five perform better in mathematics. The findings corroborate those in South Africa.

Research findings commissioned by international organisations including UNESCO and World Bank concur that a mother tongue is the best language in early school learning. For instance, UNESCO indicates that mother tongues are the best sociologically, psychologically and educationally for children entering primary school.