Language of Instruction Country Profile: Kenya

According to the Expanded Graded Intergenerational Disruption Scale (EGIDS), 13 languages are classified as institutional languages, 33 are developing, and 15 are vigorous. The most widely spoken languages in Kenya include Swahili, with approximately 16.61 million speakers, and English, with approximately 4.36 million speakers. However, only a small number of Kenyans speak either English or Swahili as their first language. Kenya is considered a multilingual country, with many different languages distributed geographically across the country. Languages with a large number of speakers include Gikugu, Kamba, Dholuo, Ekegusii, Somali, Kipsigis, Kimiiru, and Bukusu. The use of these languages varies across different regions, with some languages being more widely spoken in certain areas than others. The official language of instruction policy in Kenya was initially outlined in The Report of the National Committee on Education Objectives and Policies of 1976, also known as the Gachathi Report. The report recommended that the language of instruction for the first three years of primary education should be the predominant language spoken in the school's catchment area, and that English should be taught as a subject beginning in Grade 1 and transitioned to be the language of instruction beginning in Grade 4. More recently, the Kenyan government and the Ministry of Education have reaffirmed their commitment to mother tongue instruction in the early grades across various policy documents. The Ministry of Education and Ministry of Higher Education, Science and Technology's Sessional Paper No. 14 of 2012 states that the language of the catchment area (mother tongue) should be used for child-care, pre-primary education, and in the education of lower primary children. The Basic Education Act of 2013 also states that all children in pre-primary and lower primary should be instructed in the language of their choice when feasible. The use of mother tongue instruction in the early grades is intended to improve literacy and learning outcomes for children in Kenya. Research has shown that mismatches between the language of instruction and the language that students and teachers speak and understand best can hamper effective teaching and learning. By using the mother tongue as the language of instruction, teachers can more effectively communicate with their students and help them to understand complex concepts. The Kenyan government has also emphasized the importance of using the two official languages, Swahili and English, in and out-of-school settings. The Constitution of Kenya 2010 provides for the use of these languages in various contexts, including education. The government has also encouraged the use of sign language, Braille, or other appropriate means of communication for learners with special needs. Overall, the linguistic context of Kenya is complex and multifaceted, with a high degree of linguistic diversity and a strong emphasis on mother tongue instruction in the early grades. The use of mother tongue instruction is intended to improve literacy and learning outcomes for children in Kenya, and the government has taken steps to promote the use of the two official languages, Swahili and English, in and out-of-school settings.