Literacy practices in and out of school in multilingual Kenya : an ethnographic study of Tana River County

dc.contributor.advisorOostendorp, Marcelynen_ZA
dc.contributor.authorAbiyo, Rehema Bonaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.en_ZA
dc.date.accessioned2022-03-11T08:13:36Z
dc.date.accessioned2022-04-29T09:42:13Z
dc.date.available2022-03-11T08:13:36Z
dc.date.available2022-04-29T09:42:13Z
dc.date.issued2022-03
dc.descriptionThesis (PhD)--Stellenbosch University, 2022.en_ZA
dc.description.abstractENGLISH ABTRACT: This dissertation investigated the literacy practices in the multilingual context of Tana River County, Kenya. It aimed to understand the types of literacy practices children are exposed to, and engaged in, both in and out of school. The study was guided by the theoretical framework of ‘Critical Literacy’ (Freire, 1996). Within this broader framework of critical literacy, two specific theoretical concepts were used to understand the specific context, namely ‘Multiliteracies’ (The New London Group, 1996) and ‘Linguistic Citizenship’ (Stroud, 2001). The research was conducted in the Tana River County of Kenya, specifically within the Tsana village of the Pokomo language speakers’ community. The research used a qualitative design and the methodology used was linguistic ethnography. The participants in the study included teachers, grade 3 students and their parents. Data collection instruments for this included in-depth interviews, observations, documents analysis, children’s written narratives, and collection of literacy artifacts and linguistic landscapes. Data were collected over six months and analysed through thematic analysis. Findings from this study revealed that in this community the children are exposed to different literacy practices within the school and the community. The literacy resources in school are available in English which is the language of school. Within the community, the literacy practices are mostly articulated in the local languages. The literacy practices in this community are complex and presented themselves in a way that local languages can be appreciated. While the Pokomo language was missing in the school, it was used extensively for local practices such as village public announcements. In addition, Pokomo was present in the linguistic landscape of the village such as on murals, and traditional artifacts. This shows that the members of the Tsana village still value their local language and showcase it in unique places. The study also revealed that on one hand, teachers were not giving access to all available literacy materials (such as the tablets and mother tongue storybooks) for the learners in the classroom despite their availability in the school. The homes of the children were mostly literacy poor, and there was minimal parental involvement in the learning of the children. Through the children’s narrative writing activity, the study also revealed that children are very resourceful. Their relationship in meaning-making has an emotional link to their homes, to their out-of-school literacy experiences, and their relationship to writing is intimately linked to their experiences of schooling. By acknowledging the value of what learners bring from their informal learning from their homes to school, teachers can tap into the strengths of the learners and build them in the classroom as a way of multimodal learning that utilizes local resources.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie proefskrif het die geletterdheidspraktyke in die veeltalige konteks van Tana River County, Kenia ondersoek met die doel om die geletterdheidspraktyke waaraan kinders blootgestel word en aan deelneem beter te verstaan. Die studie gebruik die teoretiese raamwerk van ‘Kritiese Geletterdheid’ (Freire, 1996). Binne hierdie breër raamwerk is daar twee konsepte wat gebruik is om die konteks beter te verstaan, naamlik, multi-geletterheid (multiliteracies) (New London Group, 1996) en ‘Taalburgerskap’ (Stroud, 2001). Die navorsing is uitgevoer in die Tana River County streek van Kenia, spesifiek in die dorp, Tsana met ʼn gemeenskap van eerstetaalsprekers van Pokomo. Die navorsing gebruik ʼn kwalitatiewe ontwerp en die spesifieke metodologie is taaletnografie. Die deelnemers in die studie het bestaan uit opvoeders, graad 3 leerders en hul ouers. Die spesifieke datainsamelingsmetodes het in-diepte-onderhoude, waarnemings, dokumentanalise, ’n narratiewe intervensie, en die versameling van taallandskapdata en ander geletterheidsartefakte ingesluit. Data is oor ’n periode van 6 maande ingesamel en geanaliseer deur tematiese analise. Die bevindinge van die studie dui daarop dat die kinders in hierdie gemeenskap blootgestel word aan verskillende geletterheidspraktyke binne die skool en die gemeenskap. Die geletterdheidshulpbronne in die skool is hoofsaaklik beskikbaar in Engels terwyl die geletterdheidspraktyke in die gemeenskap in die plaaslike tale beskikbaar is. Die geletterdheidspraktyke in die gemeenskap is kompleks, en die plaaslike tale het waarde vir hul sprekers buite die skoolkonteks. Alhoewel Pokomo weinig aanwesig is in die skool was dit gebruk vir plaaslike praktyke soos dorpsaankondigings. Pokomo is ook aanwesig in die geskrewe taallandskap soos op muurskilderye en ander tradisionele artefakte. Die studie het ook bevind dat hoewel bronne in die skool in die plaaslike tale beskikbaar is, dit nie aan die leerders beskikbaar gestel word nie. In die huise was daar min geskrewe geletterheids of digtale hulpbronne en minimale betrokkenheid by kinders se formele leer deur die ouers en voogde. Deur die geskrewe narratiewe aktiwiteite het dit duidelik geword dat die kinders baie vindingryk is. Hul verhouding teenoor betekenis-skepping toon ʼn emosionele band met hul huise en hul buite-skool ervaringe. Verder is hul verhouding tot skryf nou verbind met hul ervarings van skoolgaan. Deur die waarde van wat leerders tot die klaskamer bring te erken kan opvoeders die sterkpunte van die leerders gebruik in die klaskamer as ’n manier om plaaslike kennis in multimodale leermetodes te verweef.af_ZA
dc.description.abstractUFUFI WA T̯ASINIFU HII: Hi t̯asinifu ni uchunguzi chorora dzuu ya shuuli zizonahusiana na mambo ya kusoma na kwora, kuzimuni mwa Kaunti ya Tana River kwiko na lugha nyinji. Hu uchunguzi uhendegwa kukiwa na lengo ḍya kutsaka kuimuka aina za mambo yeyonahusiana na kusoma na kwora kwa wana wakiwa sukuli na nze ya sukuli. Ut̯afit̯i huu uyongozwa ni mufumo wa nadharia ya “Critical Literacy” (Freire, 1996). Kuzimuni mwa hiḍi t̯aro pfampu ḍya “Critical Literacy”, kwiwa na dhana mbii karit̯u zitumikiyezo; yani "Multiliteracies" (The New London Group, 1996) na “Linguistic Citizenship” (Stroud, 2001). Hizi zitumika kuweka wazi hiḍi t̯aro karit̯u ḍya ciritical literacy. Huu ut̯afit̯i uhendeka kuzimuni mwa kaunti ya Tana River iyo nsi ya Kenya, katika mudzi wiwonahanwa Tsana wiwonaishi wantu weonanena lugha ya Kipfokomu. Ut̯afit̯i huu utumia muundo wa uḅora na mbinu itumijweyo nza ethinogirafia ya lugha. Wantu wahusikiyeo katika huu ut̯afit̯i ni waalimu, wanafund̯i wa giredi ya hahu na wavyazi wao na mwaalimu jwa sukuli eyenayongweeza drama. Katika ukunsanyaḍyi wa data, kutumika mahoḍyiano maziho yahoreyeo kula sehemu ya hu uchunguzi, uchunguzi wa kuchimiza mambo yeyokuhendekani, uchambuzi wa vyuo na hat̯i garagara, haḍisi zyorejwezo ni wana, ubigaḍyi wa picha za kuntu garagara kuorejweko, pfamodza na vija vya kitamaḍuni vivyonanenea mambo garagara. Hu ukusanyaḍyi wa hii data uhendeka kwa zaid̯i ya myezi mihandahu na uchambujwa kuchiiya uchambuzi wa maḍa. Mat̯okeo kuyawana na hu uchunguzi yayanga kwamba, kuzimuni mwa ḍyamii hii, hawa wana wapata kumanya aina garagara za shuuli zizonahusiana na kusoma na kwora sukulini na mudzini. Hizi rasilimali za sukuli za kusoma na kwora dza chati, vyuo, na vyuuwo na michoro ya masomo ichorejweo nkutani mwa sukuli zinapatikana kwa lugha ya Kiingerenza, ambayo kwamba ndiyo lugha iyonatumika sukuli. Humu mudzini, mambo yeyonahusiana na kusoma na kwora yanahendeka zaid̯i kwa Kipfokomu na Kitsawaa. Na vinahendeka kwa njia iyonayanga kwamba hawa wenyeḍyi wazithamini hizi lugha zao. Kwa mufaano, humu mudzini, Kipfokomu kinatumika kwa kubiga lalabva, kwora vyuuwo ambu mapicha yeyo na ḍaamisa nkutani mwa madzumba, na kwa vija vya kuelekanya vya kit̯amaḍuni dza nsatsa na mat̯ot̯o. Haya matumizi ya lugha ya Kipfokomu yekitumika humu mudzini kwa njia nyinji ziizo karit̯u, ela si sukulini. Hii inayanga kwamba hawa wantu wa mudzi wa Tsana amaale waithamini hi lugha yao ya kiasili kwa kuitumia na kuiyanga kuntu karit̯u. Pia, huu ut̯afit̯i, kwa njia ingine uyanga kwamba waalimu ntawakwakuziyavyani kwa wanafund̯i hizi rasilimali zonse zizonatumika kwa kusoma na kwora (dza “tablet” za masomo na vyuo vya hadisi), licha ya kwamba zipfo sukulini. Pia, t̯uri wa walimu wa kumanya kusoma kidijitali, wakuyehani d̯ina kwa wanafund̯i kuyongweezwa kuchiiya masomo ya kidijitali. Kwa yupfande jungine, hukuḍe madzumbani mwa ha mwanafund̯i ntawavija vya vyakut̯osa vya kusoma. Ndookomu nao hawa wana wakadzihusishani na hizi rasilimali t̯u za kusoma zizonapatikana hafufi nao. Kwa kwongezeya, haya mat̯okeo pia yayanga kwamba hawa wavyazi wanadzihusisha kachuchu muno katika masomo ya wana wao. Pia, kuuḅana na hizi kazi za wana wahendeyezo za kwora haḍisi, hu ut̯afit̯i uyanga kwamba hawa wana ni waḅunifu muuno. Hu uḅunifu wao wa kwora haḍisi, uyanga uhusiano wao na mizajo weyonayo na makwao, katika kuyanga mambo weyonadziyongweeza nyumbani, wakitsaawa sukuli. Na hat̯a mambo weyo na mazowea ya kuyora, yanatsangia pfakuu na mambo weyonadziyongweeza sukuli. Kwa kuhambuya thamani ya mambo menji ya elimu ya mwanafund̯i eyonadziyongweeza kuyawa nyumbani na kuyayeha sukuli, hawa walimu wanaweza kuzitumia na kuzimbaka kilasini dza njia modza ya kudziyongweeza kuchiiya kwa njia garagara.sw
dc.description.versionDoctoralen_ZA
dc.format.extent257 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/124936
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subjectMultilingualism -- Tana River County (Kenya)en_ZA
dc.subjectSociolinguistics -- Tana River County (Kenya)en_ZA
dc.subjectAnthropological linguistics -- Tana River County (Kenya)en_ZA
dc.subjectUCTDen_ZA
dc.titleLiteracy practices in and out of school in multilingual Kenya : an ethnographic study of Tana River Countyen_ZA
dc.typeThesisen_ZA
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