Exploring Chinese Language Education in Kenya: A Case Study of Confucius Institute at the University of Nairobi
Exploring Chinese Language Education in Kenya: A Case Study of Confucius Institute at the University of Nairobi
Abstract
In China’s global strategic framework, cultural strategy is one of the essential components. As China gets increasingly involved in the world’s stage, its national strategic interest is expanding to all corners of the globe. One of the ways China has achieved this is through the promotion and propagation of the Chinese language in the education systems of many countries. The teaching and learning of the Chinese language in Kenya have proliferated over the past 20 years. Confucius Institutes, Chinese Classrooms, Chinese Language, and Cultural Exchange Centers have been established in Kenya. In 2019, Kenya incorporated Chinese language teaching and learning into its education system. It is imperative to evaluate the critical role of cultural soft power and its strategic impact on Kenya’s social, political, and economic development.
In particular, it outlines the recent achievements and progress of Confucius institutes, emphasizing their pivotal role in promoting the Chinese language in Kenya and creating invaluable opportunities for Sino-lingual learners.
This paper employs questionnaires, interviews, observations, participatory methods, and a literature review approach to explicate discussions, recommendations, and conclusions.
The research found that there is a need for a clear language policy to restructure, review, and make adjustments in the operationalization of Chinese language teaching and learning that must be made to achieve the desired goals to improve and make the development of Chinese language teaching and learning far more relevant to people’s needs. The deliberate inclusion and participation of every policymaker and stakeholder is essential.
Therefore, it is imperative to acknowledge the existence of specific concerns, such as graduation throughput and transition rates, that warrant careful examination. The study findings were discussed, with an emphasis on the identified limitations.
Additionally, the research puts forth suggestions to enhance the learning and teaching of Chinese as a foreign language at the University of Nairobi and in Kenya in general.
Keywords: Chinese Language, Teaching and Learning, Confucius Institute at the University of Nairobi.
1. Introduction
In Africa, the East African countries have the most Confucius institutes, with a total of 21. About 70% of the Confucius Institutes are in the capital regions and major cities. Kenya, Tanzania, and Ethiopia are the three East African countries with the most Confucius institutes, with Kenya leading with 4. The Confucius Institute at the University of Nairobi in East Africa was established on December 19, 2005, as the first Confucius Institute in Africa. Since then, 62 Confucius Institutes have been established in 45 out of 54 African countries.
The Institute was established following the signing of a memorandum of understanding between the government of Kenya and the Chinese government on establishing a Confucius Institute at the University of Nairobi in June 2004. This institute was the first established in Africa by the China National Office for Teaching Chinese as a Foreign Language (University of Nairobi, 2006). According to Homawoo and Conyers (2021), the Chinese government introduced its African policy in January 2006, which recognised education, science, culture, and health as significant components of the policy, in addition to economic cooperation, political collaboration, and peace and security. In the same year, Kenyan government officials and visiting Chinese educators signed a cooperation agreement in Nairobi to enable more Kenyans to have the opportunity to learn the Chinese language and further strengthen economic and cultural exchanges between the two countries. The establishment of the Confucius Institute allowed more Kenyans to learn Chinese. This way, cultural exchanges between the two countries and ties in tourism and trade would be strengthened, leading to better trade and information exchange. Consequently, Chinese language and culture learning has become one of the most popular programs, with many African students enrolling, leading to linkages between Africa and China, with Kenya as a focal point in East Africa (Kathina et al., 2020).
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Historical Development of Chinese Language Education in Afr
According to the Ministry of Foreign Affairs (PRC, 2006), the Chinese government introduced its African policy in January 2006. This policy recognizes education, science, culture, and health as critical subfields alongside economic cooperation, political cooperation, peace, and security (China’s African Policy, 2006). The activities of Confucius Institutes are presumed, but not officially mentioned, to be included within this category. However, the teaching and learning of the Chinese language in Africa predates the establishment of the Confucius Institute.
Kenya is one of 14 out of 54 African countries, including Egypt, Cape Verde, Congo (Brazzaville), Gabon, Zimbabwe, Cameroon, Mali, Mauritius, South Africa, Tanzania, Tunisia, Uganda, Zambia, with clear policies, guidelines and frameworks on the rolling out and implementation of Chinese into the education systems i.e., the use of Chinese as a second language (Zhou & Wu, 2023, p. 124).
The process of Chinese language education in Africa throughout history reflects a two-sided interaction between diplomatic, economic, and cultural relations. Xu (2023) points out that growing cooperation between China and Africa means rising demands for Chinese language education in Africa. Launching Confucius Institutes and Confucius Classes in over 80% of African countries, including Kenya, reflects this developing trend. This historical process also points to the significance of language education as a bridge for bringing African nations and China closer together in terms of both culture and economics. In this regard, in addition to the general historical background with China, Bulolo et al. (2022) gives a more detailed analysis of Africa and China’s complex histories. The historical setting provides a background for the growth of interest and study in Chinese language learning in Kenya and other African countries.
Standing out among the limited prior research on Chinese language education in Kenya, Ngetich (2022) examines students ‘perceptions or motivations for learning Chinese. The study functions as a prelude, shedding light on why people want to learn Chinese. This research is also a step toward understanding the attitudes, motivations, and trends of Chinese language learners in Kenya.
The literature reviewed portrays a historical perspective of Chinese language education in Africa, bringing various threads intertwined with diplomatic, economic, and cultural links to light. Confucius Institutes are the main actors in global efforts to propagate the Chinese language and culture, promote educational cooperation, and boost economic progress. This research will focus on the Confucius Institute at Nairobi University as a case study in greater detail,
2.
The research gathered and analyzed data through a variety of instruments and methods. It delved into relevant literature such as policy documents, strategic plans, research reports, , student registration, and enrollment documents such as class attendance lists to formulate recommendations. Contributions were submitted by Confucius Institute participants, primarily students.
The research utilized a case study method for an in-depth examination of the Confucius Institute, including its establishment, organizational structure, teaching methods, cultural activities, and overall contributions to Chinese language education in Kenya. This approach enabled this research to gather rich, contextual data beyond mere statistical information.
Data was collected through interviews, whereby semi-structured interviews were the primary method for collecting qualitative data. Key stakeholders at the Confucius Institute, including teachers, students, and members of the Kenyan community, were invited to participate. This gave room for flexibility in exploring participants’ experiences, perspectives, and insights related to Chinese language education and the institute’s impact.
A structured survey was administered to a broader sample of students enrolled in Chinese language courses at the University of Nairobi. This quantitative method aimed to capture a wide range of student perspectives on Chinese language education. The survey items included students’ demographics, motivations for learning Chinese, satisfaction with the Confucius Institute’s programs, and perceived outcomes. The survey provided a quantitative overview of student experiences, preferences, and overall satisfaction levels, complementing the qualitative insights gained through interviews and observations.
Participants were purposefully sampled and selected based on their involvement with the Confucius Institute. This includes educators with varying experience levels, students at different proficiency levels, administrators overseeing the institute’s operations, and community members engaged with its cultural events. This purposive sampling strategy ensured a diverse representation of perspectives, allowing for a comprehensive examination of the institute’s impact. Excel and Python were combined for the interview and survey analysis to get insights. The Excel user interface was used for data entry, basic calculations, and visualization. With more powerful statistical and machine learning libraries, Python allowed us to analyse the 2012–2023 HSK and HSKK data.
3.
The Confucius Institute at the University of Nairobi Survey Results
The figures below show that the majority of learners are between the ages of 18 and 25, according to data from both the survey and the Chinese Proficiency Test (HSK) examinations. A sample of students enrolled, including those who have undergone the Chinese language courses offered by the University of Nairobi, were invited to participate in the survey.
Based on the mission and vision of the University of Nairobi and that of the Institute, the research analysed the nature of various activities undertaken by the Confucius Institute at the University of Nairobi by looking at the overriding theme in the various news posts published by the institute. The figure below shows the activities of the Confucius Institute at the University of Nairobi in 2 years (April 2022 to April 2024), which include Cultural Exchange, Language Proficiency, Academic Workshops, Chinese Cultural Events, Scholarship and Exchange programme Activities, Links to Industry. The results show that academic and Chinese language activities take centre stage. However, there is a need to improve the Kenya-China cultural Exchanges to foster mutual understanding of both cultures and improve the academic workshops and training for teachers.
(Source: CIUON Official WeChat Account)
Chinese Language Teaching and Learning:
Chinese Language Teaching and Learning (CLTL) at the Confucius Institute, University of Nairobi, is a dynamic and integral component of the broader educational landscape. This section provides a detailed examination of the critical facets of CLTL, including student demographics and motivations, curriculum and pedagogical approaches, teaching materials and resources, and challenges in teaching and learning Chinese, and the cultivation of non-native teachers, commonly referred to as ‘local Chinese teachers’ of Teaching Chinese as a Foreign Language (TCFL).
Student Demographics and Motivations
Findings from our research show that the motivations for learning Chinese vary widely among students. Some are driven by academic or professional requirements, recognizing the strategic importance of Chinese language proficiency in a global context. Others are motivated by personal interest, cultural curiosity, or aspirations for future opportunities in Sino-Kenyan relations. On students’ motivation to study Chinese, students as key stakeholders gave the following sentiments:
Response no. 3 Interest in the language and culture, and interest in China’s economic trajectory; it had links to my study area. (a PhD student)
Response 155: Scholarship awards ( a female HSK 3 student studying Bachelor of Arts)
Response no 14: I got to interact with so many Chinese at my work place hence the language barrier,that is what made me join the class. (HSK 2 female student aged 36–45 years)
Response 27: I was doing business with Chinese companies hence necessitated (me)to study the language for ease of communication. (A male HSK 2 student aged 36-45)
Response no 110: With the rise of China in the World politics, I was motivated to learn Chinese language, Culture and for career progress, (HSK 1 male student 36-45 from the field of International Relations)
Response no 59: Attaining a scholarship to china and also availability of jobs (A male HSK 1 student aged 18-25 years from the field of Education)
Curriculum and Pedagogical Approaches
The research found that both native and non-native instructors’ knowledge and methodologies of teaching the Chinese language were rated highly by the students, as shown below.
Teaching Materials and Resources
These responses capture these sentiments:
Response 168: The learning environment is very nice and have (…has…) adequate resources
Response 58:
Response 7: Learning materials were not enough
Response no 65: No challenges but we need more materials
Response 98: Lack of resources and that we cannot borrow books from the library
Response no 110:
The research showed that most students are satisfied with the teaching materials adopted by the Confucius Institute at the University of Nairobi.
Challenges in Teaching and Learning Chinese
For instance, regarding the issue of availability, one of the participants, when asked whether they had encountered any challenges when learning Chinese, replied:
“Yes, absolutely , Inadequate learning resources, like Chinese dictionaries. That has been my greatest challenge, I enjoy my Classes a lot but when I study and I come across a new word which I don’t know the meaning of, it gets very challenging to find the actual meaning since search engines like Google translate don’t have all the words, Pinyin or Characters and this can get challenging and tiresome having to ask (mentions the teacher’s name) for word meanings and translation every time.” (Response no. 123)
The Cultivation of Non-native (Kenyan, commonly known as local Chinese teachers) Teachers of TCFL
The data gathered during the time of this research showed that the Confucius Institute at the University of Nairobi had only 5 non-native Chinese teachers (with only 2 actively engaged in Chinese teaching) and 10 native Chinese teachers (Revised Regulations and Syllabus for Bachelor of Arts in Chinese, October 2023, Appendix IV: Academic Staff).
This research found that many share these sentiments when asked: What challenges, if any, have you faced in learning Chinese at the Confucius Institute? How can the Confucius Institute improve its Chinese language education programmes? Is there anything else you would like to share about your experience with Chinese language education at the Confucius Institute?
Response 147: Let the institution mix native and non-native during lessons, this is what I mean; during my study of HSK 1, I was taught by native Chinese only
Response no. 6: The local teachers are very nice
Response 112: The Chinese teacher should also learn to communicate in Kiswahili for clear explanations
Response 108: Have more of Kenyan lectures
Response no. 9: Employ more local Chinese teachers to teach students; they understand the students better because they faced the same
Response 21: switching of tutors
Response 68: Understanding the teacher since their English is not perfect
University of Nairobi Confucius Institute HSK/HSKK Analysis Results
Data collected for 12 years (2012-2023) from the registered students for various proficiency levels and examination records indicate that the Confucius Institute at the University registered 3645 students for various HSK levels. Kiswahili is the mother tongue of Kenyan students. Regarding gender breakdown and gender distribution, female students dominate at 63%, while male students represent 37%.
shows the UoN Confucius Institute, where the gender distribution reveals a notable imbalance, with more female than male students. This suggests a potential gender disparity within the institute’s student population. The data indicates that approximately 63% of the students are female, while the remaining 37% are male. The same gender disparity is observed among the institute’s faculty members, with over 70% being female teachers, as reflected within the institute.
illustrates the enrollment trends of students from 2012 to 2023, showcasing fluctuations over the years. Notably, 2023 witnessed a substantial surge in enrollment compared to previous years. Conversely, in 2013, the lowest enrollment figures were recorded. The number of students enrolled in other years remained relatively consistent, indicating stability in enrollment patterns. This trend highlights the dynamic nature of student enrollment, with occasional peaks and troughs, while also suggesting a sustained interest in the Chinese language throughout the analyzed period.
: Shows the distribution of ages among students, revealing that the majority are over 18 years old, while those under 18 constitute a smaller proportion of less than 50 individuals. This distribution suggests that the student population predominantly comprises adults, with fewer students taking the YCT exams. The prominence of individuals over 18 years old indicate a higher representation of post-secondary or adult education students in the Institute. At the same time, the smaller number of those taking the YCT exams imply a lesser emphasis on younger students.
illustrates the distribution of mother tongues among students, revealing a notable predominance of Swahili speakers over English and Somali speakers. Swahili emerges as the most prevalent mother tongue, indicating its significant presence in Kenya. Conversely, English and Somali speakers exhibit comparatively lower frequencies. This distribution sheds light on the linguistic diversity within the student population, emphasizing the prominence of Swahili as a primary language of communication and suggesting potential implications for language-based research in the studies dealing with analysing the Kenyan learner and the acquisition of Chinese as a foreign or second language. However, it is worth noting that Kenyan culture is multilingual; an average Kenyan would speak at least 3 languages. (Mother tongue, Kiswahili and English)
Confucius Institute at the University of Nairobi BA in Chinese Transition Rate and Graduation Throughput (2009-2023)
The figure below shows the University of Nairobi BA in Chinese Transition Rate and Graduation Throughput (2009-2023). The data indicates the students who have taken at least 2 courses per semester over the 4 years. However, the students with student registration numbers 2021, 2022, and 2023 are still in their 4th, 3rd, and 2nd years of studies, respectively, which was factored in when calculating the average. The BA in Chinese has been acclaimed as one of the pioneer bachelor’s degrees in Chinese programmes in Africa. Launched in 2009, with the first cohort enrolled the same year. A total of 27 students were enrolled. The analysis found that since its establishment, enrollment over the years has been on a steady increase. On the contrary, graduation throughput has been on the decline. There is critical need to address this trend so that similar occurrences do not appear in other programmes for example the new established Bachelor of Education in Chinese that was launched recently at the University of Nairobi.
- Discussion
Student Demographics and Motivations:
Understanding the demographics and motivations of students enrolled in Chinese language courses is crucial for tailoring teaching approaches to meet the diverse needs of the learners. At the Confucius Institute, students reflect a broad spectrum of individuals, including junior and high school students, undergraduate and postgraduate students, professionals (State Department for Immigration and Citizen Services under the Ministry of Interior and Coordination of National Government, Ministry of Foreign and Diaspora Affairs, Kenya Airports Authority, and Kenya Defence Forces), and ordinary community members and partners with whom Confucius Institute at the University of Nairobi has signed MoUs. Findings from our research show that the motivations for learning Chinese vary widely among students. Some are driven by academic or professional requirements, recognizing the strategic importance of Chinese language proficiency in a global context. Others are motivated by personal interest, cultural curiosity, or aspirations for future opportunities in Sino-Kenyan relations. The diverse motivations contribute to a rich and dynamic classroom environment. Instructors at the Confucius Institute are cognisant of their students’ varied backgrounds and motivations, adapting their teaching methods to cater to these diverse needs. This diversity enriches the learning experience, fostering cross-cultural understanding among students.
Curriculum and Pedagogical Approaches
The curriculum at the Confucius Institute is designed to provide a structured and comprehensive learning experience for students of diverse backgrounds. The curriculum covers linguistic aspects, cultural components, and practical language skills, creating a well-rounded educational experience. However, the curriculum needs to be tailored to suit different proficiency levels, ensuring a systematic progression for learners. Pedagogical approaches employed by instructors are fundamental to the success of CLTL. The use of communicative language teaching methods, interactive sessions, and immersive cultural experiences contribute to a holistic learning environment. Instructors at the Confucius Institute need to do more to integrate real-world scenarios and cultural contexts into language lessons, fostering a deeper understanding of the language. Moreover, instructors have leveraged technology, integrating interactive multimedia tools and online resources into their teaching methods. These technological tools facilitate language acquisition and cater to different learning styles and preferences.
The following was observed from “Revised Regulations and Syllabus for Bachelor of Arts in Chinese (edited 2023).” Under the Mode of Delivery, the syllabus stipulates that “face-to-face mode will include traditional instructional methods such as lectures, class presentations, seminars, and tutorials; open, distance, and e-learning mode with the language laboratories and subscribed online resources available at the Confucius Institute at the University of Nairobi,…, this mode constitutes the perfect environment to foster asynchronous learning; blended learning mode, which is an educational approach that combines traditional classroom instruction with online, digital learning methods. Blended learning…a mixture of face-to-face and e-learning modes, therefore, constitutes a golden opportunity for synchronous and asynchronous teaching to complement each other to the great benefit of the learners.”
Teaching Materials and Resources
The availability and quality of teaching materials significantly impact the effectiveness of CLTL. The Confucius Institute uses diverse teaching materials to enhance the learning experience. Textbooks are selected to align with the curriculum and serve as foundational resources. The content in these textbooks often includes texts, language exercises, cultural insights, and real-world scenarios to facilitate a comprehensive learning experience (Revised Regulations and Syllabus for Bachelor of Arts in Chinese, October 2023 Appendix III: Core Texts and Journals).
In addition to traditional textbooks, the institute uses multimedia resources such as videos and online platforms such as http://www.chineseplus.net/ with authentic materials, including Chinese literature, films, and music, to expose students to real-world language use and cultural nuances. This integration of authentic materials enhances the cultural immersion aspect of the program. Language learning apps and online platforms further complement traditional teaching materials, offering students additional resources for self-directed learning. Using various materials ensures that the learning experience remains dynamic, engaging, and relevant to the needs and preferences of the diverse students (Revised Regulations and Syllabus for Bachelor of Arts in Chinese, October 2023, Appendix I: Facilities, Appendix II: Equipment and Teaching Materials).
Challenges in Teaching and Learning Chinese
Wawire (2023), in his discussion based on the Kenyan educational context, provides some insight into the difficulties learners face. In particular, transitioning to a tonal language with a different orthography, like Chinese, takes a lot of work. Their study shows why specific teaching strategies are required to deal with such difficulties. This requires that, in the Kenyan context, we carefully identify and deal with each particular problem to design interventions that will aid the students in the acquisition of Chinese as a second language.
Despite the successes of CLTL at the Confucius Institute, several challenges are encountered, making personalized teaching challenging. To address these challenges, instructors need to employ innovative teaching strategies such as tonal pronunciation drills and interactive character learning strategies (recommendations). Adapting the curriculum to accommodate diverse learning styles and preferences should be an ongoing process, ensuring that the challenges encountered by students are addressed effectively. Continuous feedback mechanisms and regular assessments, such as formative assessment, were employed by the Confucius Institute, and the new CBC curriculum system was advocated to contribute to the refinement of teaching and learning methods (BECF 2019).
The Cultivation of Non-native (Kenyan commonly known as local Chinese teachers) Teachers of TCFL
The cultivation of indigenous (non-native) teachers of TCFL is core to the sustainability of the Confucius Institute. The long-term sustainability and relevance of Chinese language education in Kenya is a concern not just for the Confucius Institute, but also for all the policymakers and stakeholders in Chinese education. There have been attempts to cultivate indigenous teachers to undergo training programs in China and locally to ensure they possess the necessary linguistic proficiency, pedagogical skills, and cultural understanding. By cultivating indigenous teachers, the Confucius Institute is making steps towards localization. Indigenous teachers bring a nuanced understanding of Kenyan cultural perspectives, integrating them into the curriculum. This localization ensures that the Chinese language education program remains culturally sensitive and relevant to the context in which it operates. Indigenous teachers also serve as cultural bridges, enhancing the understanding and connection between Chinese language learners and the broader Kenyan community. Their presence fosters an environment of cultural exchange and mutual understanding.
However, a lot needs to be done in terms of the involvement of local teachers in the institute’s outreach initiatives. Indigenous teachers are better placed to actively engage with local communities by organizing cultural events, language workshops, and outreach programs. This community engagement not only promotes the broader goals of cultural exchange between China and Kenya but also demystifies any myths and misconceptions about the learning of Chinese by making it more accessible and relatable. The emphasis should be on building mutual and lasting educational and cultural ties. The presence of local educators enhances the sustainability (since they can work for many years, unlike Chinese teachers who change after every 1, 2, or 4 years) of the Chinese language education programs, ensuring that they continue to thrive and adapt to the evolving needs of the Kenyan context. The data gathered during the time of this research showed that the Confucius Institute at the University of Nairobi had only 5 non-native Chinese teachers (with only 2 actively engaged in Chinese teaching) and 10 native Chinese teachers (Revised Regulations and Syllabus for Bachelor of Arts in Chinese, October 2023, Appendix IV: Academic Staff).
5. Conclusion
In conclusion, the Confucius Institute at the University of Nairobi is a testament to the enduring partnership between China and Kenya. Chinese Language Teaching and Learning at the Confucius Institute, University of Nairobi, is a dynamic and adaptive program that integrates various elements to create a comprehensive and culturally rich learning experience. The curriculum, pedagogical approaches, teaching materials, student demographics, motivations, challenges, and the cultivation of indigenous teachers collectively contribute to the success and impact of the program. The adaptability of teaching methods, integration of diverse teaching materials, understanding of student motivations, and emphasis on indigenous teacher cultivation position the Confucius Institute as a key player in fostering Chinese language education in Kenya. As Chinese language education plays a vital role in the global landscape, the Confucius Institute at the University of Nairobi stands as a model of effective and sustainable language education. Through its multifaceted approach, the institute imparts linguistic proficiency and facilitates cross-cultural understanding, contributing to the broader goals of cultural exchange and cooperation between China and Kenya.
Its history, mission, diverse language programs, and faculty collectively contribute to its role as a catalyst for linguistic, cultural, and economic ties between the two nations. As it continues to evolve, the CIUON remains an invaluable asset in the global landscape of Chinese language education, contributing to the shared vision of a more interconnected and culturally enriched world. The CIUON’s commitment to cultural exchange, language proficiency, and academic collaboration underscores its significance not only for the students directly involved but also for the broader communities and nations it serves. As the institute continues to write its story, it does so with the ink of cooperation and pursuit of knowledge, fostering a brighter future for Sino-Kenyan relations and the global cultural diversity.
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Xu, W. (2023). Educating global Africans: possibilities of Chinese language learning in international higher education. Humanities and Social Sciences Communications, 10(1), 1-8. https://www.nature.com/articles/s41599-023-02125-8
Bulolo, C., Reymick, O. O., Mangudhla, T., Ikechukwu, O., Kawalya, N. V., & Li, F. (2022). Factors Affecting Students’ Attitude towards Learning Chinese as a Second Language: A Case Study of the Confucius Institute at Makerere University and Luyanzi College, Uganda. Open Journal of Social Sciences, 10(11), 257-271. https://www.scirp.org/journal/paperinformation.aspx?paperid=120587
Xu, W. (2022). Pedagogic affect and African international students’ attunement to Chinese language learning. Journal of Multilingual and Multicultural Development, 1-13. https://www.tandfonline.com/doi/abs/10.1080/01434632.2022.2049803?casa_token=KD1vwewUhwQAAAAA:Bn6t7daAO7lePNlv-E_tHlQT-7JKZFq5Ky0jGkQ38wA9Y2Mujx7VzJfpjymbtb8J-lEel-BFhI9o8qKrlQ
Wachira, S. W., Nthiga, P., & Wangia, J. (2023). The Frequency of Vocabulary Learning Strategies Employed by Kenyan Learners of Chinese as a Foreign Language. Journal of Education, 3(3), 51-57. https://edinburgjournals.org/journals/index.php/journal-of-education/article/view/231
Ngetich, N. (2022). Language in Education Policy in Kenya: What Place for Foreign Languages?. Journal of Linguistics, Literary and Communication Studies, 1(1), 1-8. https://utafitionline.com/index.php/jltcs/article/view/43
Wawire, B. A. (2023). Language and Literacy Practices in Kenya. In Handbook of Literacy in Africa (pp. 327-352). Cham: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-031-26250-0_16
Cannon, B. J., Nakayama, M., & Pkalya, D. R. (2022). Understanding African views of China: analyses of student attitudes and elite media reportage in Kenya. Journal of Eastern African Studies, 16(1), 92-114. https://www.tandfonline.com/doi/abs/10.1080/17531055.2022.2074924
Refer to the comment below at the introduction.
This should be the main points of discussion. I am trying to see how to go about this. Through the paper there is a drift and tackling so many points at the same time.
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Mbugua, W., & Iraki, F. (2022). Motivations for Studying the Chinese Language in Kenya: A Case Study of USIU-Africa. Journal of Language, Technology & Entrepreneurship in Africa, 13(1), 22-38.
This is the introduction I have drafted. My justification being we have to go direct into what we are researching on. The development of CIs has been researched and its there so we don’t need to go into the details of it deeply.
I think this part can be done away with. The first paragraph captured this information in a summarized form
This part and the one in the abstract are conflicting.
I will relook at the wording, I wanted to drive home a point that this paper offers insights on “Chinese language instructors, instruction methods and their efficiency, teaching modes and programs offered, and students learning Chinese as critical stakeholders and language policy makers.”
I think so too. Kwa abstract you wrote “This paper examines the progress, gains, and achievements made since the inception of Chinese teaching and learning on Kenyan soil in 2005, lessons learned, and strategies to improve and strengthen Chinese teaching and learning in Kenya.” Hapa you are saying a different thing. I think these 2 can be handled differently.
Here we need to review literature on Chinese language in terms of teaching and learning . This will form our base of research that we are carrying out
I agree, the literature review is very shallow, What have other people written about this topic or something similar. If you do a good literature review, you will have a better perspective of the paper.
There is redundancy here, some of the things mentioned here have been discussdin the abstract and the introduction.
Not sure we need this part. Its drifting away from the topic and making it difficult to get to the main point of discussion
I also think this is not necessary
I feel like there are too many data collection methodologies employed here. Its not very clear why they were all used. Each methodology should complement the other especially where one is insufficient.
The purpose of this is not very clear
The survey part covers this
This is already mentioned in the next paragraph
This brings the same contradiction that we spoke about before. Teaching methodology can be handled in another paper.
There are too many findings that i feel you missed the whole point of the paper.
We could contextualize some of the responses for the sake of the reader, especially the incomplete ones.
We could contextualize some of the responses for the sake of the reader, especially the incomplete ones.
We could switch the axes and label them accordingly.
Kindly name the graph/figure mentioned accordingly.
have the gender in English
Then we may switch the axes.
Kindly name the graph/figure mentioned accordingly.
Kindly name the graph/figure mentioned accordingly.
Kindly name the graph/figure mentioned accordingly.
We’ll reorganize the in-text citations and references uniformly after refining the draft.
