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Language and Literary Education: the State of Children's Literature In DISSERTATION Titel der Dissertation Language and Literary Education: The State of Children’s Literature in Kiswahili in Primary Schools in Kenya Verfasserin: Pamela M. Ngugi angestrebter akademischer Grad Doktorin der Philosophie (Dr.phil) Wien, November,2009 Studienkennzahl It.Studienblatt: A 092 390 Matrikel-Nummer: 0647621 Dissertationsgebiet (lt. Studienblatt): Afrikanistik Betreuer: Univ.Prof.Dr. Norbert Cyffer Dedication To my dear father, The late Jotham Yalwala Obindi To my dear mother, The late Mrs. Norah Isigi Yalwala Who urged me to go to school To my dear husband, Mr. Paul Ngugi Njathi Who urged me to further my studies To my dear sons: Ian and Robert, For your support To all God‟s children in the world who love reading. Children learn what they live If your child lives with criticism He learns to condemn If your child lives with hostility He learns to fight If your child lives with ridicule He learns to be shy If your child lives with shame He learns to be guilty If your child lives with tolerance He learns to be patient If your child lives with encouragement He learns to be confident If your child lives with praise He learns to appreciate If your child lives with fairness He learns justice If your child lives with security He learns to have faith If your child lives with approval He learns to like himself If your child lives with acceptance and friendship He learns to find love in the world iii Acknowledgements THANK you Prof. Norbert Cyffer for your guidance, support and encouragement throughout the entire dissertation process especially your willingness to listen to me whenever I knocked on your door. I am also grateful to Dr. Anne Gottschligg for the initial correspondences up to the point of helping to identify a scientific advisor for me and for her willingness to read my work in spite of her busy schedule. Many thanks go to Prof.Dr. Irmtraut Maral-Hanak for her keen interest in my work. I also want to thank Dr. Peter Gottschligg for his encouragement and willingness to assist when I called upon him. I owe an enormous debt of gratitude to OEAD for granting me a scholarship to study at the University of Vienna. It could not have come at a better time. I am equally grateful to the Institute of African Studies of the University of Vienna which was very helpful to me. I am in particular very grateful to Mag.Ulrike Auer who assisted me in many ways - Thank you for your willingness to assist me whenever I came to you and to Dr. Grau Ingeborg-Thank you for your encouragement. I thank Forschungsservice und Intenationale Beziehungen and Österreichische Forschungsgemeinschaft and OEAD for paying for my air tickets. This enabled me to attend two International conferences in Kenya in 2008 and in Tanzania in 2009. I am indebted to my employer Kenyatta University for granting me study-leave to pursue my studies in Austria. I also want to thank Dr. Catherine Ndungo, Dr. Richard Wafula and Dr. James Onyango Ogolla for accepting to write reference for me, when it was required for the study scholarship. I also thank all the Kenyatta University Kiswahili department members for their support. I am grateful to other people who have contributed indirectly to this work: To the head teachers, Kiswahili teachers, pupils and parents who participated in the study. Were it not for your willingness to spare your precious time, this study would not have succeeded. I also want to thank Vienna Christian Centre which has touched me with a genuine love and hospitality. The church was a home for me away from home. My special thanks go to Pastor Tom and Candy Manning, the 21 district cell group and the Omotayo family for their support and encouragement. God bless you. iv I also want to thank PCEA Buru Buru Phase 4-5 members and Pastor David Ngige for your weekly prayers and greetings that I received every week. God bless you all. I cannot forget you: Nabea Wendo, William Okello, Mary Ochieng, Eric Bett, Kennedy Mwetu, Sarah Ogalleh, Rose Ramaty colleagues in the Ph.D programme for you have been real wonderful comrades in this journey. I am permanently indebted to my husband Paul Ngugi Njathi not only for his patience and support but also for taking care of our children in my long absence from home. My wonderful boys: Ian and Robert, Thank you for indirectly providing me with the motivation to complete this work. And finally to all my relatives who took keen interest in my education. Kwenyu nyote- Baraka tele tele I thank God who has been my EBENEZER-this far I have come. v Abstract The purpose of this study was to investigate the state of children‟s literature in Kiswahili in primary schools in Kenya by examining the reading habits of pupils both in school and at home. It highlights the following aspects: attitudes towards reading, the amount of reading materials available to pupils both at school and at home, the accessibility of the reading materials, the frequency of reading for pleasure, the reading environment that pupils are exposed to and any other activities that pupils engage in that contribute to enhancing and maintaining of reading habits. In addition, the study also investigated the role played by other stakeholders in developing and enhancing reading habits in pupils. These included: head teachers, Kiswahili teachers and parents. The study applied Cognitive Development theory in order to understand the cognitive development of children in relation to the literary competence of the child. The Social Learning theory was also applied in relation to the learning environment of the pupils and finally Reader Response theory was used in order to describe the responses of the pupils to the literature they read. It therefore has a reader-oriented perspective. Based on questionnaire, informal interviews and observation techniques, the findings reveal that a majority of pupils have positive attitudes towards reading which is associated with passing of examination and gaining knowledge. The study revealed that pupils in lower classes do not seem to gain adequately from the storybook programme since most teachers indicated that reading of storybooks begins in class four. The study revealed that most pupils have no access to public libraries. Although most schools have Kiswahili storybooks, the storybook borrowing policy is too restrictive in most schools. In addition, most schools did not have school libraries. Finally the study revealed that pupils lack active literary models both at school and at home. The study concludes with the recommendations that will lead to the development and enhancement of reading habits among pupils in primary schools in Kenya. vi Zussammenfassung Das Ziel dieser Studie war die Erforschung der Verwendung von Kiswahili Kinderliteratur in den Primarschulen Kenias, wobei die Lesegewohnheiten der Schüler sowohl in der Schule als auch zu Hause untersucht wurden. Dabei wurden folgenden Aspekte besonders berücksichtigt: Leseeinstellung, Häufigkeit des Lesens zum Vergnügen und die Menge des verfügbaren Lesematerials für Schüler, sowohl in der Schule als auch daheim. Zusätzlich untersuchte die Studie die Rolle anderer Beteiligter in der Entwicklung und Verbesserung der Lesegewohnheiten von Schülern, etwa von Schulleitern, Kiswahili- Lehrern und Eltern. Die Studie verwendet u.a. den Ansatz der Kognitionstheorie um die kognitive Entwicklung der Schüler in Bezug auf deren literarische Kompetenz zu verstehen. Der Ansatz der Sozialen Lerntheorie wurde in Bezug auf die Lernumgebung der Schüler angewendet, der Ansatz der Rezeptionstheorie in Bezug auf die Aufnahme der gelesenen Literatur durch die Schüler. Die Studie ist also an der Perspektive des Lesers orientiert. Basierend auf Fragebogen, informellen Interviews und Beobachtungstechniken, zeigen die Ergebnisse, dass die Mehrheit der Schüler eine positive Leseeinstellung hat, die mit dem Streben nach Prüfungserfolg und Wissen in Verbindung gebracht werden. Die Studie zeigt, dass Schüler niedrigerer Jahrgänge nicht ausreichend vom Lesebuchprogramm profitieren, da die meisten Lehrer zu verstehen gaben, dass das Lesen von Kinderlesebüchern erst in der vierten Klasse beginne. Die Studie zeigt, dass die meisten Schüler keinen Zugang zu öffentlichen Büchereien haben. Obwohl die meisten Schulen Lesebücher in Kiswahili besitzen, ist die Lesebuch-Entlehnpolitik in den meisten dieser Schulen zu restriktiv. Zusätzlich hat der Großteil der Schulen keine eigene Schulbibliothek. Schließlich zeigte die Studie, dass es den Schülern an aktiven literarischen Vorbildern mangelt, sowohl in der Schule als auch zu Hause. Die Studie schließt mit einer Empfehlung, die zur Entwicklung und Verbesserung der Lesegewohnheiten unter den Schülern der Primarschulen Kenias führen soll. vii Map of Kenya Source: Atlas of Kenya East African publishers 2002 viii Languages in Kenya Source: http://www.lib.utexas.edu/maps/africa/kenya_ethnic_1974.jpg 3-10-2009 ix Districts in Western Province Source: Atlas of Kenya East African publishers 2002 x Divisions in Nairobi Source: Atlas of Kenya East African publishers 2002 xi Definition of terms In order to enhance discussions in the study, it has become necessary to offer working definition of the terminologies used. Child The universal understanding of the term „child‟ is defined in both Encyclopaedia America (vol. 6) and Encyclopaedia International (vol. 4) as „a person from age zero to seventeen‟. However in this study the term is linked to the idea of a primary school population which basically includes children from class one to eight. Children’s literature The term applies to Literature that is accessible and comprehensible to children in both its techniques and themes. The study however recognizes that the term „children‟s literature‟ can sometimes be stretched to include works that are outside literary fields. Kenyan children’s literature It is that kind of Literature that is addressed to the Kenyan child or is a direct result of exposure to the Kenyan experience.
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