Language Repertoire and Identity Construction Among Secondary School Students in Sabatia Subcounty, Vihiga County, Kenya (Published)
The concept of language repertoire has become a vital tool in the field of multilingual education, representing the broad range of linguistic abilities that language users bring to their communication, engagement, and identity building. Although there is growing focus on multilingualism, very little empirical literature examines the link between language repertoire and identity construction in Kenyan secondary schools. The purpose of this study was to examine how students’ language repertoire impacts identity construction of secondary school students in Sabatia Sub-County, Vihiga County, Kenya. The study used a descriptive case study design as part of a mixed-methods approach, in accordance with Norton’s theory of Language, Identity, and Investment. Questionnaires and semi-structured interviews were used to collect data from Form Three and Four students and language teachers. Descriptive statistics and Pearson’s correlation were used to analyse quantitative data, and thematic analysis was used to analyse qualitative data. These results showed a significant positive correlation between language repertoire and sense of identity. As students’ language repertoire increased, their sense of belonging and symbolic language use also increased. The overall study findings show that language repertoire is considered a valuable educational resource that merits recognition in multilingual teaching and learning environments.
Keywords: Kenya, Language repertoire, Multilingualism, identity construction, secondary school students
Characteristics of English Teachers as Motivative Factor on Reading Performance among Private and Public Secondary Schools in Kano Metropolise (Published)
This study examined the relationship among English Teachers’ academic qualification. Professional qualification, their content knowledge and work value. English Teachers’ attendance and job satisfaction on academic performance of secondary school students in private and public secondary schools in Kano metropolis. The study adopted a descriptive research design of correlation type. The secondary school English Teachers in private and public secondary schools in Kano metropolis were selected using multi-stage sampling technique and 342 teachers were selected at random using balloting for the study. Out of 2456 teachers teaching in the Kano metropolis. Questionnaire termed English Teachers’ Characteristics on Reading Performance Questionnaire (ETCRPQ). Two research questions and hypotheses were answered in the study. Based on the results of this study, the following findings were arrived at; English Teachers’ variables in general influence student’s reading performance in a number of ways in private and public schools. Based on the findings of study the following recommendations are proposed to relevant educational authorities and other stakeholders in education: English Teachers variables should be considered in the recruitment of staff in the senior secondary schools. The ministry of Education should organize regular professional development programmes for English Teachers.
Keywords: : Academic Performance, Characteristics, secondary school students, students reading performance