This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language. The author uses two case studies, of an urban and a rural school, to explore how different socioeconomic and cultural contexts can affect the enactment of language policies and their effect on literacy. This book contributes a unique perspective to studies in language and literacy education due to its distinctive exploration of young children learning to read and write in the English language in Kenya, and it will be of particular interest to students and scholars of applied linguistics, language education, bilingualism and language policy.
Table des matières
Chapter 1: Introduction.- Chapter 2: The Enactment of Official Language Policies in Mutituni and Nyika Primary Schools: Their Impact on Learning.- Chapter 3: The Enacted English Reading Curriculum.- Chapter 4: The Enacted Writing Curriculum.- Chapter 5: The Unofficial Practices: What Are the Children Telling Us?.- Chapter 6: Enacting Children’s Multiple Voices: Implications for Theory, Policy and Pedagogy.
A propos de l’auteur
Esther Mukewa Lisanza is Assistant Professor in the Department of African Studies at Howard University, USA. Her research and publications centre on language and literacy development, politics of language in education, African education, and women’s empowerment in Africa.
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