The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education. However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In…

When teaching multilingual learners, it is critical for teachers to use instructional strategies that engage and nurture language and biliteracy skills. In this practice-based paper, we address how teachers can utilize translanguaging strategies to recognize and build multilingual practices while offering all learners opportunities to share their…

Displaced learners, uprooted because of conflict, poverty, or other major traumas, are often shut out of opportunities to learn engineering. At the same time, fragile contexts demand engineers' expertise, but experts and their engineered solutions are often called in from outside the community. In this article, we examine engineering learning as a…

Poor literacy skills can result in exclusion and reduce people's capacity to participate in political, social, cultural and economic life. This is important for migrants, refugees and internally displaced persons (IDPs) who seek to live and work in a dignified, safe and fair environment and to be engaged members of their new communities. The…

Strong correlations between high levels of poverty and low education outcomes have prompted interventions aimed at raising literacy levels in communities characterised by poverty within Kenya, as in other countries. However, interventions aimed at improving literacy only in the languages of instruction (LOI) may not be the best option for students…

The study of French for Specific Purposes (FSP) is a topical subject in this era of globalization. Kenya requires people who can communicate in French in the various specialized areas. It has become crucial in Kenya to respond to the French language needs of students learning tourism and hospitality among other domains which have already shown an…

In this paper, we examine selected literature on classroom-based research to understand how students and teachers (re)negotiate the language of interaction in a mathematics classroom when the official medium of instruction is different from the students' dominant language. We identify the tensions and dilemmas associated with the implementation of…

Arguments that have been advanced against multilingual education in Kenya and Africa in general are not new. Most post-colonial African governments have stuck to the pre-colonial education policies which have no relevance to the present day Africa and were, at best, guided by the interests of the colonial power. Unfortunately, most of the claims…

The purpose of this paper, which builds on an earlier paper published in this Journal (Vol. 20, No. 6), is to develop the discussion around how English has been taught, used and perceived in Kenya, using data gathered from a small second-level English-medium school in Kenya. The complex relationships between language and identity are at work in…

Despite considerable linguistic diversity in Kenya, the country is increasingly trilingual, with individual Kenyans tending toward varying degrees of proficiency in the vernacular, Swahili, and English. The vernacular is acquired at home and in the neighborhood with co-ethnics in both rural and urban contexts. Swahili is typically learned…