An evaluation of contemporary issues in second language instructions in the Competency-Based Curriculum in Kenya
DOI:
https://doi.org/10.58256/ects.v3i1.941Keywords:
curriculum, instruction, language acquisition, language learningAbstract
The paper discusses contemporary issues in second language acquisition in the context of the Competency Based Curriculum and language instruction in Kenya. It examines the design of the Competency Based Curriculum with a view to explaining the importance of language instruction in early learning stages. The role of the language of instruction in any curriculum cannot be gainsaid. The curriculum design places Language Activities, Literacy Skills, Kiswahili Language Activities/Kenya Sign Language for learners who are deaf , English Language Activities and Indigenous Language Activities at the Pre-primary and Lower Primary levels of education. These are the foundational skills upon which higher level learning are based. It further examines the palce of English as the language of instruction in the Kenyan education system.
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Copyright (c) 2022 Benard Kodak, Cellyne Anudo, Jack Ogembo
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