Browsing by Author "Peter, C.A"

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Hate Speech in The Creation of Socio Political Dominance in Kenyan Parliamentary Debates.”
(Chuka University, 2017) Peter, C.A; Muriungi, P.K; Mukuthuria, M
Speech can vary in meaning and implication. It is generally intended to be communicative but it can sometimes fail to do so. Speech can become something more than a vehicle for the communication of propositional knowledge. Speakers can manipulate language to evoke the emotions of recipients, hence becoming “damaging speech” as opposed to speech that does not evoke negative emotions. What is said or written can have devastating effects on an individual and the society at large. There are aspects of text that should be incorporated for it to be considered acceptable. The objective of the study was: To identify and discuss hate speech as a linguistic strategy used by parliamentarians in the creation of socio-political dominance. The study also analysed language used in debates in the national assembly by identifying hate speech as a linguistic strategy. Descriptive research design was used. Sample texts were studied using Foucauldian Discourse Analysis theory. This theory looked at how the society is moulded by language that shows various power relationships. Qualitative data was collected using a guiding card to identify utterances that had the potential of being classified as hate speech. The study identified language that created dominance and discussed hate speech as a strategy used in the utterances. It analyses hate speech in the debates as captured in the Hansard. The research found that hate speech was used by speakers to create dominance in the debates.
Implementation Status of Kenya’s Language in Education Policy: A Case Study of Selected Primary Schools in Chuka Division, Meru South District, Kenya.
(Chuka University, 2017) baka, N.W; Peter, C.A; Karuri, M.N
Language-in-education policies in many developing countries are constantly an issue of discussion in scholarly circles. At various times in Kenya’s history commissions have been set to make recommendations on the issue of the language in education policy. The use of mother tongue languages has not been resolved even today thus the need for continuous research in this area. This paper looks at the implementation of the language-in- education policy in lower primary in Chuka Division, Meru South District, Kenya. The paper evaluates the teachers’ awareness of the language policy and actual implementation in the classroom. It also analyses the problems that teachers experience in implementing the policy and gives the teacher’s recommendations in case the language policy were to be restructured. The paper establishes that teachers are aware of the policy but they do not always implement it in the classroom. The findings in this paper are of great benefit to all stakeholders in the ministry of education in Kenya and contribute to scholarly literature in the field of language planning and policy.