Abstract:
Kiswahili is a very important language in Kenya. It is both a national and
official language in the republic of Kenya. However, there are concerns that the
poor performance in Kiswahili in national examinations is partially attributed to the
laxity in the enforcement of the school language policy. The objective of the study
was to assess how the motivation, structure and enforcement of the school language
policy impacts on the use of Kiswahili within the school setting, The study was
conducted in 30 out of 300 public secondary schools found in Bungoma County.
The respondents were 360 form three students, 90 teachers of Kiswahili and 30
principals. Stratified, purposive and simple random sampling techniques were used
to sample the target groups. The questionnaire, FGD guide and document analysis
guide were used to collect data. The data was analyzed using descriptive statistics
which included the use of frequencies, percentages and narrations. The study
established that the sampled schools had language policy in place although it varied.
Some schools had structured language policy while others had unstructured
language policy. It was found out that motivation and punishment had an impact on
the enforcement of school language policy. In view of the above findings, it was
recommended all teachers regardless of the subject they teach should participate in
the enforcement of the school language policy. The school administrators should
ensure that their respective language policies should be fully enforced in order to
meet its intended purpose and the school language policies should be well
structured. It is hoped the finding of this study would help MOEST, principals of
schools and teachers in formulating school language policy that aim at enhancing
students achievements in languages offered in the curriculum.
