THE USE OF MOTHER TONGUE LANGUAGE AND ITS EFFECT ON ACADEMIC PERFORMANCE IN PUBLIC SCHOOLS IN KENYA

Abstract

Purpose: The purpose of the study is to assess the use of mother tongue language and its effect on academic performance in public schools in Kenya.

Methodology: The study adopted a desktop literature review method (desk study). This involved an in-depth review of studies related to mother tongue language and its effect on academic performance in Kenya. The review on how to rethink and reorganize what is being done to solve mother tongue language challenges in Kenya by policymakers was done.

Findings: The findings show that language used by teachers influenced students’ performance in English. Therefore, since the prevalence of switching language is high as indicated earlier, then this influences academic performance in secondary schools. Therefore, the findings imply that language used by teachers in classroom influences the academic performance. Speaking skills using language of instruction both by teachers and students have an impact on classroom participation and thus performance of English. Among other challenges identified is that use of mother tongue leads to inability to pronounce words. Use of mother tongue also leads to lack of confidence hence inhibit interaction. Students too noted that they were unable to understand questions written in English.

Unique contribution to theory, policy, and practice: Use of mother tongue is prevalent among students in secondary schools. Thus it was concluded that the prevalent use of mother tongue adversely influenced academic performance. The perception of teachers and students regarding influence of mother tongue on academic performance is equally important. Teachers and students hold the perception that use of mother tongue has a negative influence on academic performance. To curb use of mother tongue, proper measures need to be put in place. Language policies can reduce the use of mother tongue if they are implemented in the right way. An established mechanism that ensures students are rewarded and punished in equal measure can help to deter use of mother tongue and encourage use of English.