Examining the implementation of the language in education policy in Tana River County: a case of a Pokomo speakers’ school

Abstract

The language in education policy (LiEP) in Kenya calls for the use of mother tongue for pre-primary and lower grades of primary education. However, its implementation has been erratic. This study sought to explore the implementation of LiEP in Tsana Primary School, situated in Tana River County, Kenya, where the local language is Kipfokomu. Using an ethnographic approach, the study involved interviews and observations with Grade 3 students, their parents or guardian, and teachers from Grades 1 to 3. Relevant documents were also reviewed, and thematic analysis was conducted on the collected data. The study revealed two main themes: (1) the lack of a supportive environment for Kipfokomu in the classroom, and (2) the presence of Kipfokomu resource materials on the school premises, but their limited availability in the classroom setting. These findings suggest challenges in implementing LiEP, as teachers often prioritise English over the local language. Despite the presence of essential resources intended to support LiEP, the persistent challenges undermine its effectiveness. Understanding these challenges can inform policy improvements and more effective strategies for implementing mother tongue-based education, ensuring that the educational system better serves linguistic and cultural diversity.

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