A Study of The "New Primary Approach" in The Schools of Kenya.

Autor/inn/en	Hutasoit, Marnixius; Prator, Clifford H.
Institution	Ministry of Education, Nairobi (Kenya).
Titel	A Study of The "New Primary Approach" in The Schools of Kenya.
Quelle	(1965), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advisory Committees; Bilingual Education; Educational Innovation; English (Second Language); Language Programs; Language Role; Multilingualism; Official Languages; Primary Education; Second Language Learning; Surveys; Swahili; Teacher Education; Teaching Methods; Kenya + Suchen Sie Ihr Suchwort? Beratungsstelle; Bilingual teaching; Bilingualer Unterricht; Instructional innovation; Bildungsinnovation; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Office language; Amtssprache; Primarbereich; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Suaheli; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Kenia
Abstract	This two-part study is an outgrowth of the explosive expansion in English-medium instruction which has taken place in the primary schools of Kenya since 1957. "Part I: The Prator Statement," which concentrates on the linguistic, methodological, and teacher-training aspects of the overall problem, presents first a description of the linguistic background of Kenya, the rationale underlying the use of English as a medium of instruction, and the role of Swahili and the vernaculars. Also described are the present language policy, its implementation and future, and the development of the NPA ("New Primary Approach" -- referred to formerly as the "English-Medium Scheme"). The author evaluates the "New Peak Course" and the teacher training colleges. "Part II: The Hutasoit Statement" focuses attention on the administrative and financial aspects of education in Kenya and implementation of the NPA. A few of the joint recommendations appended to the report suggest that (1) English should become the universal medium of instruction in Kenya schools, (2) Swahili should be introduced in Standard (Grade) IV and be continued as a compulsory subject, (3) primary school pupils should become literate in their vernacular, and (4) for adequate instruction in Swahili, it is necessary to prepare teaching materials and to develop teacher training facilities. (AMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC