BERYL OYWER: Teach children first language - our culture, our pride

A few months ago, the Ministry of Education and the Kenya Institute of Curriculum Development announced a revision in curriculum designs for lower primary classes.

The revised designs covered pupils’ books and teachers’ guides for Grades 1 to 3 English, Kiswahili and Indigenous language activities.

According to the Ministry, all primary schools were expected to start implementing the changes in April 2022.

The Ministry approved the change of name from Literacy Activities to Indigenous Language Activities. It also approved the review of the curriculum designs for English, Kiswahili and Indigenous language activities for Grades 1 to 3 in line with the revised time allocations.

Other than indigenous languages, the Competency-Based Curriculum has opened possibilities for foreign languages to be taught as optional subjects.

Last year, the Government initiated a pilot on teaching indigenous and foreign languages in selected schools.

Even though plans are underway to include the languages under CBC, there are certain procedures that must be followed.

The Ministry says that the languages will be gradually introduced, noting that the role of languages is not limited to communication but extends to other branches of knowledge.

The introduction of languages is in line with the Constitution and international trends, which are expected to provide learners with opportunities for personal growth and development, both locally and internationally.

But with the introduction of languages, there is a need to change mindsets, particularly from parents who for one reason or the other, are guilty of not teaching their children the first language.

The language policy states that in the early years, learners should be taught using their first or indigenous language and Kiswahili.

However, the language of instruction would be dependent on the language of a particular catchment and again, a majority of instruction materials are written in English.

Little by little, reading apps are being developed in different languages, which helps appreciate cultures.

The NABU app, for instance, is a perfect example of bridging this gap, as it seeks to ensure that children can read and rise to their fullest potential, by publishing story books in their mother tongue.

This is especially so because it focuses on multilingual books that create culturally responsive, mother-tongue stories written and illustrated by local artists.

In Kenya, the NABU App hosts 160 storybook titles in Kiswahili curated for children from Grade one  - Grade four and are available for free.

This means that slowly by slowly, there is hope that cultural diversity will once again be at the centre of learning. 

Parents and teachers should help lead the way in appreciating children's ability to read more books, not just those written in English.

Beryl Oywer, Country Manager, Kenya

NABU Global Inc

[email protected]