Effects of ‘sheng’ on the teaching and learning of english language in Lang'ata sub-county secondary schools of Nairobi county, Kenya.

Abstract

The purpose of this study was to investigate the effects of ‘sheng’ language in the teaching and learning of English language. English is one of the subjects that is taught in the secondary schools curriculum in Kenya, nevertheless the subject has been experiencing some challenges in schools. The purpose of this study was to investigate the effects of ‘sheng’ and suggest the possible solution in an effort to enhance effective teaching and learning, which would culminate in good performance. The objectives of this study are to; asses the teachers attitudes towards use of ‘sheng’, analyze the effects of sheng language in academics and to draw possible measures to curb the use of ‘sheng’ language in schools. Questionnaires and interviews were used to collect the data from the respondents. The study used simple descriptive design and employ both qualitative and quantitative approaches. The target population comprised of a sample of respondents from Langata sub-county secondary schools. Stratified random and simple sampling was used to select a sample of students in eleven secondary schools which were used in the study. To ascertain the reliability and validity of the research instruments, the researcher used two secondary schools in Thika West sub-county as a pilot group.