Peer reviewedERIC Number: EJ420728
Record Type: Journal
Publication Date: 1989
Pages: N/A
Abstractor: N/A
ISBN: N/A
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Available Date: N/A
A Note on Language of Instruction, Teaching and Cognitive Outcomes of Science Instruction in Primary Schools in Kisii and Kwale Districts, Kenya.
Eisemon, Thomas Owen; And Others
Kenya Journal of Education, v4 n2 p153-65 1989
Questions Kenyan language instructional policy, arguing exclusive use of English for science instruction confuses students and impedes learning. Offers examples the authors observed in elementary classrooms in Kisii and Kwale districts when teacher use of English synonyms rather than Kiswahili words led to confusion, misunderstanding, and ineffective teaching. (CH)
Descriptors: Classroom Research, Cognitive Development, Communication (Thought Transfer), Communication Skills, Comprehension, Concept Teaching, Educational Policy, Elementary Education, English (Second Language), Foreign Countries, Language of Instruction, Language Usage, Native Speakers, Observation, Science Instruction, Scientific Concepts, Scientific Literacy, Second Language Learning, Sociolinguistics, Swahili, Teacher Effectiveness, Teaching Methods, Vocabulary Development
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
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