By Margaret Jepkirui Muthwii, Angelina Nduku Kioko
The gathering of papers during this targeted quantity talk about concerns and demanding situations which are pertinent in knowing present-day strikes and trends within the use of languages within the African contexts. The volume’s significant asset lies within the variety of subject matters, the diversity of languages and the African geographical parts coated. not just do the members come from diverse countries in Africa but in addition a lot of them are confirmed students who engage with and interpret the original occasions of their countries every day.
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And Ivanic, R. (eds) (1991) Writing in the Community. London: Sage. Baynham, M. (1993) Code-switching and mode-switching: Community interpreters and mediators of literacy. V. ) Crosscultural Approaches to Literacy (pp. 294– 314). Cambridge: Cambridge University Press. Baynham, M. (1995) Literacy Practices. London: Longman. Baynham, M. (2000) Narrative as evidence in literacy research. Linguistics and Education 11 (2), 99–117. Baynham, M. (2001) Reading the weather: Ruling passions, numeracy and reading practices on an Australian farm.
The changes that are needed Given the results of the present study, the major problem is not that blacks and learners from rural areas have more difficulties accessing more powerful literacies than coloureds and those from urban areas, but more so that there is a reluctance by parents, educators and policy-makers to transform the Literacy Practices in South Africa 31 educational set-up, and to engage with the kinds of literacies the learners bring to the school environment. As a way of illustration, considering the results of this study, the voice of someone reading a written text on radio or TV could be used as a point of access to the schooled literacy skills of planned discourse, as well as cohesion and coherence (Halliday & Hasan, 1976).
The persuasion in this paper is that when speakers’ attitudes are known and well understood, language planning and implementation in education, for example, is better achieved, making it possible for most Kenyans to happily use the English language more constructively in public domains. Study sample and method Subjects were classified according to (1) education, (2) ethnic language, and (3) urban/rural setting. The sample was drawn from five ethnic groups: Gikuyu, Luo, Luhya, Kalenjin and Kikamba.