Kenya’s Education Language Dilemma: English Dominance vs. Mother Tongue Learning

Kenya’s long-running debate over which language should dominate its classrooms has resurfaced, with students describing the persistent tension between studying in their mother tongue and the overwhelming pull of English in education and the workplace. Despite policy efforts to promote indigenous languages in early schooling, learners and educators say English continues to hold sway from primary school onward, shaping academic achievement and future career prospects.

A policy divided between two languages

Kenya’s language-in-education framework has historically encouraged the use of mother tongue or the language of the catchment area in lower primary grades, before transitioning to English and Kiswahili as children progress. The approach is rooted in the idea that young learners grasp foundational concepts more easily when taught in a familiar language. However, students interviewed in recent reporting say the reality on the ground often falls short of that ideal, with English creeping into earlier grades due to teacher habits, parental pressure, and limited teaching materials in local languages.

What students are saying

Learners across several Kenyan schools have expressed a preference for being taught in their mother tongue, particularly in the critical early years when literacy and numeracy skills are being formed. Many describe feeling more confident participating in class and following lessons when instruction is in a language they speak at home. Yet they also recognize that English remains the language of examinations, textbooks, and ultimately, employment, creating a split that mirrors a wider societal anxiety about which tongue truly prepares a child for the future.

The weight of English in jobs and exams

English’s grip on Kenya’s professional landscape is difficult to overstate. Most formal-sector employment, higher education, and government business are conducted in English, reinforcing its status as the language of opportunity. Parents, aware of these realities, often push schools toward earlier English instruction, fearing that children who lag behind in the language may struggle to access competitive careers. This dynamic has made the promotion of mother tongue education an uphill task, even where official policy supports it.

Finding balance

Education researchers and policy advocates argue that strong mother tongue instruction does not have to come at the expense of English proficiency. They point to international evidence suggesting that children who develop solid literacy in their first language tend to acquire a second language more effectively. The challenge for Kenya, observers note, lies in ensuring that teachers are properly trained, that adequate learning materials exist in local languages, and that parents and employers recognize the value of bilingual competence rather than viewing mother tongue learning as a barrier to success.

As Kenya continues to weigh the competing demands of cultural identity, classroom practicality, and economic competitiveness, the voices of students themselves may carry growing weight. For many of them, the question is less about choosing one language over another and more about being given the chance to learn both well.

Source: Al Jazeera — read the original report.