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dc.contributor.authorAgalo, Jerry
dc.contributor.authorMbai, Caroline
dc.date.accessioned2016-05-30T09:09:20Z
dc.date.available2016-05-30T09:09:20Z
dc.date.issued2015-05
dc.identifier.issn2054 - 6300
dc.identifier.urihttp://repository.rongovarsity.ac.ke/handle/123456789/583
dc.description.abstractThis paper draws attention to the cross-linguistic problems that have made minority languages lose their prominence and allow stronger languages to dominate in international linguistic space and in education.Schools and universitiescrave stronger languages for medium of instruction in the classroomin developing countries again dictates of science and technology have influenced the use of a stronger language for global use. The paper therefore investigates the states of early use of language (English) in Kenyan schools and its relationship with other vernacular languages in the country. It also identifies reasons why English became so prominent than other languages spoken in Kenya. KEYWORDS:Global Worlds, Curriculum, Society, Bootstrapping, Language, Syntactic-semantic Interface.en_US
dc.publisherEuropean Centre for Research Training and Development UKen_US
dc.relation.ispartofseriesInternational Journal o f Education Learning and Development;Vol.3 , No.4 , pp.1 - 7
dc.titleChasing international language: genesis of language curriculum in Kenyaen_US
dc.typeArticleen_US


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