Home Language Practices that Support Children’s English Language Learning:  A Case of Makuyu Zone, Muranga County, Kenya

Jane Wamaitha Wachuru; Anashia Nancy Ong’onda; Evelyn E. Simiyu

Jane Wamaitha Wachuru
Anashia Nancy Ong’onda
Evelyn E. Simiyu

Keywords: Home language practices, Home environment, English language learning

Abstract

The Home Literacy Environment is considered one of the significant factors affecting children’s language development. However, children differ in their individual resources, basic abilities and other characteristics as well as in their developmental progress. The introduction of the Competence Based Curriculum in Kenya calls for a reconsideration of English language learning. Few studies have examined the connection between Competence Based Curriculum and Home Environment. Therefore, it is critical to understand home literacy activities that support English language learning at a young age in order to unravel the factors and processes associated with English language learning and to identify the support needed for children and families. The study applied social learning/constructivism theory (Vygotsky, 1978). The study employed descriptive research design. Two instruments were used to collect data; questionnaires and interview. The target population in the study was teachers in 46 public primary schools in the Makuyu zone. Random sampling method was used to identify 24 teachers. The findings of the study revealed that Home Literacy Environment may impact the development of English vocabulary, reading, listening, phonological awareness, and letter knowledge and comprehension skills.

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