Experience implementing non-mother tongue reading: Tusome in Kenya- CIES 2018 Presentation

CIES 2018 Presentation, given by Dunston Kwayumba. In many developing countries, subjects are taught and tested in the child’s second or third language. In Kenya, for example, all subjects are taught and examined in English, other than languages such as Kiswahili. Understanding how language skills transfer in language complex environments like Kenya is relatively under-researched using empirical methods. Using an explanatory mixed methods design, the proposed research study will use correlation analysis to examine the effect of literacy interventions on learning outcomes in other subjects. It will answer research questions on the effect of literacy intervention on learning outcomes in English, Kiswahili and other subjects taught at class 2 in Kenya. The study will also investigate the perceptions of head teachers, teachers and curriculum support officers on the specific aspects of intervention programs that could be attributed to the improved or lack of improvement in learning outcomes in the non-language subjects. This is a critical research topic given the number of countries that have been engaging in large scale literacy interventions without careful thought on whether the expected and pre-supposed impact on learning outcomes in other subjects is empirically evident. This is essential to creating and sustaining community buy-in into these literacy programs, as it is local communities that are often the most resistant to local language literacy programs given the unclear relationship with learning outcomes in these critical other subjects.