Christhe Vreugdenhil, a student in the Master’s programme International Development Studies (MID) at Wageningen University, conducted her thesis research in Kenya. In the text below, she discusses her research, experiences, and findings. A link to her thesis is provided below.
Colonial British administration in Kenya, though fought off in the 1960s, has had a lasting impact on Kenyan education and society. During colonialism, policies enforced the banishment or suppression of indigenous languages and the imposition of English as language of instruction (LOI). Despite formal independence, this is still a reality in many Kenyan classrooms today.
While language is a mode of communication and individual expression, it is also a carrier of culture, values and social connections (Osimen et al., 2025). Many young people in Kenya are thus in danger of losing more than just their mother tongue: identity, existential frameworks (Wa Thiongo’o, 1986), intellectual traditions and indigenous knowledge that is passed on generationally (Prah, 2017), family ties and traditional values (Obiero, 2008) are also in danger. Interestingly, by recent policy changes, indigenous languages should be a subject taught in school (KICD, 2017), but it is not clear whether and how this is being implemented.
That is why the research question of my thesis was: How does English as the language of instruction impact cultural identity formation and the integration of indigenous languages in Kenyan urban and rural classrooms? In my subquestions, I focussed on pedagogical strategies concerning the use of English vs. indigenous languages, the perceived relationship between English and cultural identity, and the different challenges that rural and urban schools face.
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