ASSESSMENT OF LANGUAGE SHIFT AMONG THE YOUTH IN

NAKURU COUNTY

HECLINE CHEPNGETICH
KED/G/114/20

A RESEARCH PROJECT SUBMITTED TO DEPARTMENT OF

EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR
THE AWARD OF THE DEGREE IN EDUCATION ARTS AT KIRIRI
WOMEN'S UNIVERSITY OF SCIENCE AND TECHNOLOGY.

MARCH, 2024
 DECLARATION

This proposal is my original work and has not been presented for a degree in any other
University.
Sign............................... Date........................
HECLINE CHEPNGETICH
KED/G/114/20

Declaration by the university supervisor

This proposal has been submitted for examination with my approval as university supervisor.

Sign................................ Date.......................................
Dr.Roy Wafula

ii
 DEDICATION

Dedicated to my entire family for the moral and material support they gave me while
undertaking the study.

iii
 ACKNOWLEDGEMENT

My heartfelt gratitude goes to Almighty God for granting me good health and strength before,
during and after my project study period. Despite the many challenges during this study, God
pulled me through, I would like to appreciate my supervisor Dr. Roy Wafula for your constituent
guidance. With gratitude, l acknowledges my parents for their constant support and motivation.
To all, may God bless you?

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 TABLE OF CONTENT

DECLARATION...........................................................................................................................ii

DEDICATION..............................................................................................................................iii

ACKNOWLEDGEMENT...........................................................................................................iv

TABLE OF CONTENT................................................................................................................v

DEFINITION OF OPERATIONAL TERMS..........................................................................viii

ABSTRACT..................................................................................................................................ix

CHAPTER ONE............................................................................................................................1

INTRODUCTION.........................................................................................................................1

1.1 Background of the study........................................................................................................1

1.2 Statement of the problem.......................................................................................................5

1.3 Purpose of the study...............................................................................................................5

1.4 Objective of the study............................................................................................................5

1.5 Research questions.................................................................................................................5

1.6 Research Assumption.............................................................................................................6

1.7 Significance of study..............................................................................................................6

1.8 Justification of the study........................................................................................................6

1.9 Scope and limitations of the study.........................................................................................6

CHAPTER TWO...........................................................................................................................8

LITERATURE REVIEW..............................................................................................................8

2.0 Introduction............................................................................................................................8

2.1 Language Attitude..................................................................................................................8

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 2.1.1Studies on Attitude on language shift...............................................................................8

2.2 Language in use in Kenya......................................................................................................9

2.3 Growth and development of sheng......................................................................................10

2.3.1 Impact of sheng on language shift.................................................................................11

2.4 Language shift and Ethnicity...............................................................................................11

2.5 Theoretical framework.........................................................................................................12

2.5 Summary of chapter.............................................................................................................13

CHAPTER THREE.....................................................................................................................14

RESEARCH METHODOLOGY...............................................................................................14

3.1 Introduction..........................................................................................................................14

3.2 Research Design...................................................................................................................14

3.3 Location of the study............................................................................................................14

3.4 Target Population.................................................................................................................14

3.5 Sample size and sampling procedures.................................................................................15

3.6 Research instruments...........................................................................................................16

3.7 Validity of instrument..........................................................................................................16

3.8 Data Collection Procedure...................................................................................................17

3.9 Data Analysis and Presentation............................................................................................17

CHAPTER FOUR.......................................................................................................................18

DATA ANALYSIS.......................................................................................................................18

4.0 Introduction..........................................................................................................................18

4.1 Response Rate......................................................................................................................18

4.2 Student's Attitude towards Mother Tongue.........................................................................18

4.3 Domains in which youth use mother tongue........................................................................19

4.4 Language used by students at church...................................................................................19

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 4.5 language used by students at school....................................................................................20

4.6 Language preferred for co - curricular activities.................................................................20

4.7 Language used by parents and students within school premises.........................................20

4.8 Language taught by teacher.................................................................................................21

4.9 Effects of ethnicity on language shift among youth............................................................21

4.10 Summary of the chapter.....................................................................................................21

CHAPTER FIVE.........................................................................................................................22

SUMMARY, CONCLUSION AND RECOMMENDATION..................................................22

5.0 Introduction..........................................................................................................................22

5.1Summary of findings.............................................................................................................22

5.1.1 Attitudes of youth towards mother tongue....................................................................22

5.1.2 Extent to which youth use mother tongue.....................................................................22

5.1.3 Impact of ethnicity on language....................................................................................22

5.2 Conclusion...........................................................................................................................23

5.3 Recommendation.................................................................................................................23

REFERENCE...............................................................................................................................24

APPENDIXES..............................................................................................................................26

Appendix 1: Questionnaires for Teachers..................................................................................26

Appendix 2: Questionnaires for students...................................................................................26

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 DEFINITION OF OPERATIONAL TERMS

Bilingualism: Two languages concurrent in a society.

Domain: The topic areas and situations in which a language is used.
Language Shift: A process whereby a speech community gives up its language and adopts
another in a bilingual or multilingual community.
Speech community: A group of people who share a specific language.
Youth: Youth adolescent between 12 to 20 years.

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 ABSTRACT

The issue of language shift is not only well known but also common globally in many societies,
including Kenya. This research, therefore, aims at establishing the state of language shift among
the youth in Nakuru County in this multilingual country, where the indigenous languages are
under threat of becoming lost, especially among the urban youth. The objectives of this study are
to determine what attitude the youth employ towards their mother tongue, to explore the domains
within which they use their mother tongue, and to establish how ethnicity affects language shift
among the youth in Nakuru County. The study focused on students in public day schools and
teachers in Nakuru County. Schools and students were selected through simple random
sampling. Six language teachers and seventy-two form three students participated, representing
the broader youth population in Nakuru County. Data was collected using questionnaires and
analyzed using tables. The study found that youth used their mother tongue in limited contexts,
had negative attitudes towards it, and there was no relationship between ethnicity and language
shift. The study concluded that youth have negative attitudes towards their mother tongue, lack
pride in their ethnic languages, and do not use their mother tongue in any special domain. These
findings will inform curriculum developers and policymakers about the challenges threatening
the survival of Kenyan ethnic languages.

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Language shift and maintenance are central topics in contemporary linguistics and
sociolinguistics. Sociolinguistics, the study of society's relationship with language, includes the
study of language shift as a key area of interest. Language shift is defined as the replacement of
one or more languages by another that is considered socially more powerful (Tistipsi, 1989). This
shift can affect both the functional and structural aspects of a language, leading to changes in
phonology, lexicon, and grammar, which impact indigenous languages.
According to Fishman, 2004, language shift refers to a situation whereby the minority group of a
foreign country loses its language through the adoption of the majority language in the host
country. Ortman and Stevens, 2008, state that language shift occurs when parents do not teach
their mother tongue to their children or even to the next generation. They also leaders note that
the process involved in language shift consists of two patterns: intra-generational and inter-
generational language shift. Intra-generational language shift refers to the changes that take place
in language use from the first generation to the second one and, most significantly, from the
second to the third generation, where a person stops speaking his or her indigenous language and
starts using the language of the host country. Inter-generational language shift occurs when the
immigrant offspring use a different language than their parents.
In the study of sociolinguistics, ethnicity denotes a social characteristic that differentiates social
groups with the potentiality of speaking different language varieties. In the opinion of Shelton,
Richeson, and Vorauer, 2006, members of an ethnic group share certain ideologies and usually an
ethnic linguistic variant. Every tribe has its own traditional values and rituals which are best
understood in the mother tongue since they symbolize particular symbolism. According to
Tistipsi 1978, it results in partial changes through language shift, and this may be lexical,

1
phonological, or syntaxic, or totally change where a society has altogether abandoned its
language for another.
Language attitudes refer to the feelings speakers have towards a language. In other words, they
are the sentiments people hold about their own language or the languages of others (Crystal,
1997). When speakers are loyal to their language, it is more likely to survive. Conversely, any
weakness in language maintenance can lead to language shift and language endangerment.
Clyne (2003) observes that language shift results from pre-migration and post-migration factors
that bring people from different cultures into contact. This phenomenon has been observed over
the past century, as the first descendants often adopt English and abandon their indigenous
languages (Fishman, 2004). Fishman summarizes the three-generational model as follows: the
first immigrant generation maintains the use of their ethnic languages, the second generation
learns English and uses it in all domains, and language shift occurs between the second and third
generations, leading to a decline in the use of the mother tongue.
The influence of language shift is on language policies worldwide and does not always take
place owing to migration. According to Fishman, 1991, and Holmes, 2001, political, economic,
and social factors can also trigger language shift in non-migrant areas. Fishman, 1991, outlines
three basic types of dislocation that drive language shift in some communities: demographic and
physical, social and cultural variables. Physical and demographic dislocation affects the whole
community and changes its cultural, social and economic component according to Fishman,
1991.Generally, socially displaced populations are stigmatized and characterized by low self-
worth, limited educational and economic opportunities, and corresponding low income. This is
accompanied by a negative self-attitude towards their language and community. Consequently,
this commonly results in speakers abandoning their own language for one of higher status.
Hungarian shifted to German, the language of higher status, to improve socioeconomic status,
since Hungarian was associated with peasantry. This eventually resulted in an inter-generational
language shift across generations spanning many years (Gal, 1979).
Cultural displacement occurs when the dominant group enforces its ideology as the widely
spread culture of a nation. Fishman (1991) asserts that people in democratic society rely on the
same sources through which they acquire information; these sources are normally being
monopolized by the majority and the more powerful organizations. However, Fishman (1991)

2
contradicts the hypothesis that democratization is unfavorable for the survival of minor
languages and cultures making an argument that true democracies would tend towards cultural
democracy, which aims to preserve weak cultures and languages.
Other factors that encourage language shift in minority communities have been enumerated by
scholars such as Clyne, 2003; Holmes, 2001; Myers-Scotton, 2006. Some of these include length
of residence in the host country, intercultural marriages with one partner from the dominant
community and another from a minority culture, English ability across generations, family
factors, and mother tongue contact frequency.
Several factors influence language choice and use within ethnic minority groups. One key factor
is the domain, which refers to the specific contexts and functions assigned to different languages
within a society, such as work, family, and religion (Spolsky, 2012). Fishman (1972) argues that
examining domains is crucial for analyzing individual and community language use. For
example, the language spoken at home often differs from the language used at work and in
school.
The language situation in Kenya has radically changed since the invasion of European colonizers
and Christian missionaries, dating from about 1885. Other significant language development
processes took place at independence in 1964, whereby English, the colonial language, was
declared the official language, and Kiswahili, the national language. The constitution at
independence devoted scant attention to the Kenyan ethnic languages and instead largely used
English and Kiswahili while marginalizing ethnic languages (Obiero, 2008). As a result, the use
of ethnic languages has declined, while Kiswahili and English have steadily increased in
prominence.
The language policy in Kenya has favored official languages in education while neglecting
ethnic languages. English is used as the medium of instruction at all levels in urban areas. In
rural areas, the policy recommends using indigenous languages as the medium of instruction for
the first few years of education (Babito, 2005). In multi-ethnic regions, Kiswahili is used for
instruction up to the third grade, after which it becomes a subject in the curriculum. English
dominates the public domain due to its perceived superiority, and ethnic languages are assigned
no formal role. When these languages are not given functional roles, they become endangered
and face the risk of extinction.

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Michieka (2005) raises concerns about the power distribution among languages under the
Kenyan language policy. She observes that excessive power is concentrated in English and
Kiswahili, leading to the marginalization of indigenous languages. For example, English holds a
high status in both informal and formal contexts, dominating all educational activities, including
examinations. Kenyan ethnic languages receive no special status, which has significantly
alienated the youth from their indigenous languages. This issue forms the background of the
study.
In Kenya, particularly among the youth, language selection is influenced by the domain of use.
Different languages are preferred for formal, social, and family contexts. Kamwangamalu (2000)
described a triangular language pattern in urban settings where young Kenyans use their ethnic
language at home, Kiswahili or Sheng in social settings, and English at school. However, other
scholars have presented differing views on the language situation in Kenya and other African
urban settings (Mugane, 2003; Michieka, 2005; Mugambi, 2002). It is generally observed that
Kenyan youth have moved away from the triangular pattern described by Kamwangamalu
(2000), resulting in a decline in the use of indigenous languages, which now face the risk of
extinction.
Language shift among the youth in Nakuru County, Kenya has been influenced by various
factors such as globalization, education, urbanization and media exposure.Swahili and English
are increasingly becoming dominant, often at the expense of indigenous language like Kikuyu
and Kalenjin. This shift can be seen in everyday interactions, media consumption and
educational settings where the use of Swahili and English is more prevalent among the youth,
particularly in urban areas like Nakuru town.
As youth interact more with peers from diverse linguistic backgrounds,they tend to adopt
languages that are more widely understood and offer greater economic and social
opportunities.In Nakuru county,where urban centers like Nakuru town are hubs of
multiculturalism and economic activity,the use of Swahili and English is particularly prominent
among the youth.Youth in Nakuru county are more proficient in Swahili, English and Sheng than
their indigenous languages which may lead to preference for English or Swahili in
communication.

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1.2 Statement of the problem

Language shift in multilingual societies has become a global concern. In Kenya, a multilingual
society, indigenous languages are gradually disappearing. This shift has historical roots,
including factors such as intercultural marriage and urbanization. In Nakuru, multilingualism,
bilingualism, urbanization, and intercultural marriages have all threatened the survival of ethnic
languages. Additionally, the alienation of youth from their cultural background has reduced their
exposure to ethnic languages, resulting in a generation of children with limited proficiency in
their mother tongue. This study aims to examine the extent of language shift among youth in
Nakuru County.

1.3 Purpose of the study

This study aims to investigate the phenomenon of language shift among the youth in Nakuru
County. By examining the domains where ethnic languages are still used, the study will
determine whether the youth in Nakuru County retain proficiency in their indigenous languages.
This will provide insights into the extent of language shift occurring among the younger
generation in the region.

1.4 Objective of the study

Primary objective
The study examines the extent of language shift among youth in Nakuru County.
Specific objective
This study was undertaken by the following objectives;
1. To evaluate how the youth in Nakuru County feel about their mother tongue.
2. To investigate the contexts in which the youth use their mother tongue in Nakuru County.
3. To identify how ethnicity influences language shift among the youth in Nakuru County.

1.5 Research questions

1. What are the attitudes of the youth in Nakuru County towards their mother tongue?
2. In which domains do the youth in Nakuru County use their ethnic language?
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3. How does ethnicity affect language shift among youth in Nakuru County?

1.6 Research Assumption

1. The youth in Nakuru hold negative attitudes towards their ethnic languages.
2. Youths in Nakuru County use their mother tongue in social and formal settings.
3. Ethnicity has an impact on language shift among the youth in Nakuru County.

1.7 Significance of study

The study will provide valuable insights for language policymakers, helping them to formulate
effective language use policies in the country. Additionally, it will benefit language specialists,
such as sociolinguists and ethnographers, by offering information on the status of ethnic
languages in urban areas. This will enable them to conduct further research and generate
additional resources aimed at enhancing language preservation.

1.8 Justification of the study

This study aims to assess the extent of language shift in Nakuru County to alert relevant
authorities. By doing so, it seeks to ensure that appropriate measures are taken to safeguard
endangered ethnic languages and protect cultural heritage and identity.
Assessment provide insight for policy makers to develop language policies that promote
multilingualism and protect minority languages
The study will also help in planning educational programs and curriculum development to cater
to the linguistic need of the population ensuring inclusivity and effective learning outcomes.
The knowledge of language shift pattern informs effort to promote social cohesion and
integration among diverse linguistic communities within Nakuru County.

1.9 Scope and limitations of the study

This study is carried out in three sub counties of Nakuru which included Molo, Nakuru East and
Nakuru West. Data is collected from a target population of 8000 students in 20 public day
secondary schools in the three sub counties. The sample is divided into the three sub counties
6
that is two public day secondary schools in Molo, two in Nakuru West and two in Nakuru East
that are selected according to the observation made by Mugenda and Mugenda (2003) that 30%
at the Target population is sufficient in a descriptive study.
In this way, the language shift studies are very important in sociolinguistics. Noted, the current
study is informed by the theoretical framework of Domain Theory, which has its basis drawn
from sociolinguistics. DT espouses that it is untenable to analyze language divorced from the
social context within which communication occurs.
This research is carried out curbed by various limitations; One of the limitation is that the
participants may not accurately report their language usage due to social desirability bias or lack
of awareness of language shift phenomena leading to unreliable data .Assessing language
proficiency levels among youth might be challenging due to variations in fluency, vocabulary
and dialects which could impact the accuracy of language shift measurements.

Summary of the chapter

This chapter has presented the background information, statement of the problem, objective of
the problem along with assumption, justification of the study, scope and limitations of the study
as well as definition of terms. Next chapter will focus on literature review.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter reviews the past available literature in the area of study and other related literature.

2.1 Language Attitude

Scholars generally agree that acquiring and using a language is more effective when people hold
a positive attitude toward it (Garrett, 2010; Karaha, 2007; Zhang and Slaughter-Defoe, 2009).
This is because a positive attitude not only affects how others react to language choices but also
influences these choices themselves (Garrett, 2010).Generally positive attitude towards the
language encourage the speaker to speak and use their language in various domain.
Language attitude can significantly affect language shift which is the process whereby a
community gradually abandons one language in favor of another. Positive attitudes towards a
language such as pride, prestige and perceived usefulness, can promote its maintenance and even
revitalization within a community. Conversely, negative attitudes such as stigma, discrimination
or association with lower social status can accelerate language shift as speakers may feel
compelled to adopt another language that seems to be more socially advantageous.
In addition, policies, media representation, educational opportunities and economic factors also
play roles in shaping language attitudes and influencing language shift within a community.

2.1.1Studies on Attitude on language shift

Sonaiya, in 2003, discloses that this attitude change from the indigenous languages to national or
European has brought fears of tremendous language death and extinction. Other researchers have
earlier demonstrated concerns about the state of linguistics in Africa, ascribing threats to ethnic
languages to the dominance of European languages. Wa Thiong'o puts it, in Fink, 2005, that the
European languages propagate linguistic imperialism together with inefficiency. Babito provides
8
a list of endangered languages across the continent, which has seen foreign languages like
French and English contribute to their abandonment; this shift in attitude increases the odds of
losing these languages.
In Nakuru county, as in many other parts of Kenya socio economic factors play significant role
in language shift, Youth may perceive proficiency in English or Kiswahili as advantageous for
education employment opportunities and social mobility leading to preference for these language
over indigenous languages..Exposure to globalized media including television, movies and
internet can shape youth attitudes towards language. English as the dominant global language
maybe perceived as more prestigious and modern influencing youth to favor it over ethnic
languages.

2.2 Language in use in Kenya

It is important to look at language in use in Kenya, this will enable to know the domains in which
indigenous language is used as well as the national and official languages.Like most African
countries, Kenya runs a triglossic language system where three languages are used side by side in
the country. The indigenous languages used for social interaction; a lingua franca that helps in
the communication between different ethnic groups; and the ex-colonial language which acts to
be both an official language as well as a language for international communication. This system
has resulted in three types of speakers in Kenya: the educated, who are fluent in English,
Kiswahili, and their mother tongue; the uneducated, who use Kiswahili and their mother tongue;
and a small group that only uses their mother tongue.
Kiswahili has been the national language since independence, while English is the official
language. In 2010, a new constitution elevated the status of Kiswahili. English is still at a higher
status compared to Kiswahili because it is perceived as the language of international business
and administration. English is used as the medium of instruction from primary to higher levels of
education (Abdulaziz and Osinde, 1997). In the rural areas however, mother tongue is used for
early education since the use of English was found to hamper performance less in these areas less
qualified.
Sheng, which began as a language confined to the streets and gangs, has grown beyond its initial
environment to become a widely used slang all over Kenya and in other East African countries

9
such as Tanzania and Uganda (Momanyi, 2009). Sheng has penetrated into the transport and
trade industries among others. In some families, especially those with members who were the
initiators of Sheng, it is used as the language of choice within the home setup. These children,
therefore, are only exposed to Sheng and do not know any other language from home. Half a
decade ago, Mutiga was reportedly said to have observed these children learning English and
Kiswahili where, in many cases, they never got to learn their mother tongue.
In Nakuru County, among the youth you'll find a blend of languages used in different context.
For instance Swahili and English are widely used among the youth especially in formal setting
like schools and workplaces and official communication. Both languages are taught in schools
are essential for accessing educational and employment opportunities. Sheng: As in many urban
across Kenya, Sheng is popular among youth in Nakuru, it's vibrant slang that combines Swahili,
English and local languages serving as a form of identity and solidarity among young people.
Sheng evolve rapidly and reflects the latest trends and cultural influences.
While proficiency in indigenous languages may vary among youth in Nakuru county, many still
maintain a connection to their ethnic languages. These languages are often used in formal setting,
within family and community context and during cultural events and ceremonies. With the
increasing use of technology and social media youth in Nakuru county also communicate in a
mix of language online including English, Swahili, Sheng and sometimes their ethnic languages
depending on their social circles and preference.
In conclusion, language use among youth is dynamic and multifaceted reflecting a diverse
linguistic landscape influenced by urbanization, globalization and cultural identity.

2.3 Growth and development of sheng

Sheng was created by Kenyan youth living in multi-ethnic neighborhood. Sheng is a Swahili
based slang language that originated in Eastland of Nairobi Kenya and has evolved significantly
over the years. It has grown both in terms of vocabulary and influence, spreading beyond Kenya
to other East Africa countries .Its development has been fueled by various factors including
youth culture, music, social media and urbanization.
Sheng has won wide usage among a number of social and business societies, including
transporters and tradespeople in both formal and informal sectors. The language also enjoys

10
primary status among some families, including those of the inventors of the language, whereby
children do not get exposure to other languages through education. For that reason, in most
cases, such children end up not learning their ethnic languages (Mutiga, 2013). It is observed by
Momanyi 2009 that many young speakers of Sheng are not fluent in their ethnic languages.
Sheng has also gained popularity and is now used in media. It has gain great support by media
presenters therefore expanding the population of sheng speakers. Also in transport sectors many
people use sheng in their interactions .

2.3.1 Impact of sheng on language shift

Language shift takes place when speakers of a certain community give up their mother tongue
and eventually stop using it in every sphere. The use of language in communication is evident,
but it is not passed on to the subsequent generation. The indigenous languages are replaced by
other languages which are more authoritative. Once the senior speakers start dying out and the
juniors start speaking the dominant language, then the minority languages are replaced. The
spread of Sheng has led to a wider effect on language use, particularly among the young people,
at the expense of traditional or indigenous languages; Sheng is progressively becoming common
in daily communication and is gradually replacing ethnic languages.

2.4 Language shift and Ethnicity

Ethnicity refers to a shared cultural heritage, including language, religion, customs, and
traditions among a group of people.
Language defines who we are, and makes us to be recognized by other people from different
speech community. According to Shamon (2007) language has the most part of developing ethnic
identity.Today, minority languages are often regarded with low esteem. According to Gurr
(2000), public discourse frequently reflects a negative view of ethnicity. Ethnic languages are
often blamed as a major source of political unrest globally.For instance in 2008 post election
violence in Kenya, the difference in ethnic languages among the people living in Molo subcounty
caused the violence and the political unrest. The views are important because Nakuru county is a
multi-ethnic community and therefore ethnic harmony can be enhanced by use of official
languages which may limit the use of ethnic language.

11
Kenya is a multilingual society; more than 42 indigenous languages are used in the country.
Many Kenyans love their ethnic languages because such languages mean being able to express
ethnic identity among speakers.
Obondo's 1996 study had a group of Luo urban children in Nairobi narrate in Dholuo. The
narratives showed considerable code-switching and lexical borrowing from hegemonic
languages such as Kiswahili and English. This study is relevant to the present study because it
points out that Dholuo language use is declining among children, who resort to progressive
borrowing and code-switching. The difference lies in the methodologies; Obondo's study was
based on storytelling by children whereas the present work will adapt questionnaires answered
by students from different ethnic groups in public day secondary schools in Nakuru. Both are
attempts to set up the state of ethnic languages.
In conclusion, when a community undergoes language shift, it can impact its ethnic identity by
altering the Language spoken within the group.This can lead to change in cultural practices,
traditions and the transmission of cultural knowledge from one generation to the next.In some
cases, language shift can also lead to the loss of linguistic diversity and the endargement of
minority languages.

2.5 Theoretical framework

It is based on Domain Theory, a term borrowed from sociolinguistics coined by Schmidt-Rohr

back in 1932. DT postulates that language as a socio-cultural phenomenon cannot be tackled
outside the social universe in which it is uttered. It reasons out that social factors determine the
choices society members make use of different language varieties or a shift towards other codes.
In Fishman's version, "domains" are theoretical constructs to better explain language use than
merely observable parameters alone by using only observable parameters. Fishman's domain
analysis focuses on how languages may function across a number of institutional contexts in
multilingual societies. He identifies five key domains of language use: family, friendship,
religion, work, and education. The same domains within a speech community are recognized by
Holmes in 2008.

12
The present research examines language choices across different domains with the view of
establishing whether ethnic languages are part of these choices. DT helps explain why there may
be a propensity for language shift away from ethnic languages in Nakuru County.

2.5 Summary of chapter

This chapter reviewed language shift literature, studies on attitudes towards languages, youth use
of ethnic languages domains, and domains that express ethnicity in a language shift. The chapter
also elaborated on a theoretical framework within which the study could be justified. Chapter
three will be the research methodology.

13
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter outlines the research methodology used for this study. It includes details on the
research design, research location, target population, sample and sampling procedures, research
instruments, as well as data collection, processing, and analysis methods.

3.2 Research Design

A research design is essentially a plan of action that guides the researcher and outlines the
inquiry process (Cohen and Manion, 2000). This study employs a descriptive design, which
involves detailing the current state of affairs without manipulating variables. Descriptive studies
aim to measure aspects such as frequency of behaviors or preferences (Kothari, 2004). In this
study, the researcher investigates and describes the phenomenon of language shift among youth
in Nakuru County.

3.3 Location of the study

The County of Nakuru, which forms the locus for this research, is divided into eleven sub-
counties: Molo, Bahati, Kuresoi North, Kuresoi South, Nakuru East, Nakuru West, Njoro,
Naivasha, Rongai, Gilgil, and Subukia. This study has been conducted in Nakuru County
because it hosts rather many ethnic groups from Kenya, like the Kikuyu, Kalenjin, Abaluhya, and
Abagusii. This multilingual and multiethnic environment is a very ideal location for conducting
this research.

14
3.4 Target Population

It targets students in public day secondary schools in the sub-counties of Molo, Nakuru East, and
Nakuru West. The target population is the youth who were born and brought up in towns. The
rationale is that such youth are likely to have limited interaction with their ethnic communities;
hence, a good basis for evaluating their level of proficiency in their Mother tongue. The choice
of public day secondary schools is because they reside in towns unlike boarding schools where
students from different areas are admitted.The target population is 8000 in 20 public day schools
the three sub counties.

3.5 Sample size and sampling procedures

A sample refers to the subset of the targeted population that is chosen to represent this larger
group. The procedure requires a choice with respect to choosing a specific number of
respondents who would form this representative sample. In sampling, only a portion of these
individuals is studied and generalized and concluded on the whole population. This study
adopted one such probability sampling technique for an unbiased sample. According to Kisilu
and Tromp 2011, probability sampling involves random sampling to give every entity within the
target population equal chances of selection.
The study uses both stratified and simple random sampling. In the case of the former, stratified
random sampling, subclasses of the population are homogeneous in nature; after doing so, a
simple random sample is drawn from each such subclass. In contrast, the latter—simple random
sampling—is used to select some number of respondents for whom the exact layout of a
population is already clearly defined. At the very outset, the study decides on the number of
schools whose students it wants to participate, and simple random sampling is used in choosing
these schools.
Within the study area, there are 20 public day schools. As documented by Mugenda and
Mugenda, 2003, in a descriptive study, a representative 30% of the target population would be
adequate. Thus, 30% of 20 is 6 schools. Simple random sampling was done to pick these 6
schools, and the picks were then divided proportionally among the sub-counties at a ratio of
2:2:2.Each class had a standard of 40 students and therefore 30% of 40 is 12 students.Therefore
12 form three students were selected through simple random sampling.The choice of form three
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class is because they have had along exposure to the school domain as compared form ones and
twos.The form four were not included because they were busy doing continuous assessment test.
It involved 72 students and 6 language teachers as subjects. The teachers were purposely
selected, in which the researcher selects certain people with characteristics that best fit the
research study.Language teachers are considered reliable because they interact with the language
of students especially their proficiency in language in both spoken form and written
form.Teachers are to provide their views by filling the questionnaire.
The schools selected through simple random sampling include Langalanga secondary school and
Afraha high school in Nakuru West, Upper Hill mixed secondary school and Menengai Hill
secondary School in Nakuru East and Muchorwe secondary school and Mona secondary School
in Molo constituency.

3.6 Research instruments

In this study, the data will be collected from questionnaires that were completed by teachers and
learners. Questionnaires were opted for in this research because they permit efficient collection
of information from a large number of respondents within a short period. Besides, the
questionnaire helps the respondents feel somewhat anonymous; therefore, they are likely to
provide accurate and truthful information.
According to Kothari and Pals (1993), questionnaires are especially very efficient tools for
survey research since they help in easily collecting data about attitudes, opinions, preferences,
and perceptions. In consideration of the fact that this study is aimed at establishing language shift
as influenced by a language attitude, the questionnaires will therefore be very ideal. They are
especially appropriate in examining matters of choice and attitude and hence strongly advised for
this kind of research.
The questionnaires were divided into three parts: Section A was meant to provide background
information about ethnicity and language preference to establish the influence of ethnicity in
language shift among the youth in Nakuru County. Section B attempts to establish functions that
an indigenous language plays in varied domains utilized by the youths in Nakuru. Section C was
meant to establish attitudes of the youth towards his or her mother tongue in this region.

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3.7 Validity of instrument.

Validation refers to the degree of truth with which the instrument of measurements truly assesses
the construct to be measured. Validation in this research was achieved through piloting, testing
the research instruments on a small sample size to gauge its effectiveness, according to Kisilu
and Tromp, (2011). Piloting enables one to establish vague items and questions that may require
refinement before actual research. In this pilot study, two language teachers and five students
were involved, but these subjects did not participate in the main study itself.

3.8 Data Collection Procedure

First, a letter of permission was requested from the university to conduct the research. The six
principals were informed about the intention to collect data and dates for data collection were set.
With the assistance of teachers, questionnaires were administered by the researcher to both
students and language teachers in the afternoon classes, which would not interfere with the
learning schedule of the school. The questionnaires were later picked after completion for
analysis.

3.9 Data Analysis and Presentation

The data collected was categorized in terms of such criteria as languages that the adolescents
prefer under different circumstances, for example, sheng, Kiswahili, English, and their mother
tongue. The findings of this study were presented with the use of tables in order to effectively
display the results.

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18
 CHAPTER FOUR

DATA ANALYSIS

4.0 Introduction

Response rate, data analysis and discussion of findings are included in this chapter in accordance
with the study research objective.

4.1 Response Rate

Participation in the research involved six language teachers, plus 72 Form Three students,
achieving a full response rate of 100%. Purposeful sampling selected language teachers because
they are directly involved with the languages of students; hence, they are reliable for the study.
The Form Three students represented a broader population of the youth in Nakuru County.

4.2 Student's Attitude towards Mother Tongue

The findings are highlighted in the table below:

Table 4.1 Student's Attitude towards Mother Tongue
Statement SA A U D SD
Mother tongue is out dated 36% 31% 9% 12% 12%
The government should start policies 30% 24% 6% 25% 15%
for preserving Kenya mother tongue
Mother tongue proficiency negatively 34% 26% 8% 12% 20%
affects performance in KCSE

Key: SA - strongly agree, A - agree, U - undecided, D - disagree, SD - strongly disagree

The results for the table showed that 67% of the respondents believe that the mother tongue is
archaic, whereas 24% did not agree. Secondly, 54% of the respondents were in favor of performs

19
with regard to saving Kenyan mother tongues through a government policy while 40% were
against it. When asked whether proficiency in mother tongue adversely affects performance in
KCSE, 70% of the respondents said yes.

4.3 Domains in which youth use mother tongue.

This study sought to find out language used by students at home, school and church.
Table 4.2 Language used by students at Home
Language Percentage
English 2%
Kiswahili 60%
Sheng 24%
Mother Tongue 14%

Findings show that Kiswahili with 60% was preferred for communication by students at home.
Sheng with 24%, mother tongue with 14% and English with 2%.

4.4 Language used by students at church.

Table 4.3 Language used by students at church

Language Percentage
English 28
Sheng 2
Kiswahili 62
Mother Tongue 8

The findings show that majority 62% of the respondents use Kiswahili and this is because
majority of the churches conduct their services in Kiswahili. 28% used English, 8% use mother
tongue and 2% used Sheng. This shows that mother tongue is no longer preferred by majority of
the youth.

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4.5 language used by students at school

Table 4.4 Language used by students at school

Language Percentage
English 28
Kiswahili 42
English and Kiswahili 24
Sheng 6

The findings shows that 42% used Kiswahili, 28% used English and 24% used a combination of
English and Kiswahili while only 6% used sheng at school. The students mostly use English and
Kiswahili because they are official language and are accepted to be used in school.

4.6 Language preferred for co - curricular activities.

Teachers were asked to indicate the languages learners use for communication during the co-
curricular activities. English and Kiswahili were reported as the most widely used, indicating that
the mother tongue language is not employed for such activities.

4.7 Language used by parents and students within school premises.

Table 4.5 language used by parents and students at school premises

Language Percentage
English 1
Mother Tongue 54
Kiswahili 45
Majority 54% of the teachers indicated that mother tongue was used, 43% indicated that
Kiswahili Waa used while only 1% indicated that English was used. This is because many
parents are familiar with mother tongue and Kiswahili than English .The findings show those
mother tongues have not been dropped.

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4.8 Language taught by teacher

Table 4.6 Language taught by teachers

Language Percentage
Kiswahili 73
English 27
The findings indicated that 27% of the teachers taught English while 73% taught Kiswahili. This
therefore shows that both language teachers; Kiswahili and English were represented in the study

4.9 Effects of ethnicity on language shift among youth.

Table 4.7 Ethnicity of students

Ethnic Community Percentage
Kikuyu 36
Kalenjin 28
Luhya 18
Kisii 10
Maasai 8
The findings indicated that majority 36% of the students were from Kikuyu community.28%
were Kalenjin and 18% were luhya while 8% were kisii.The findings also indicated that among
the respondents 8% were Maasai.The findings implies that students ethnicity did not influence
the language used in their daily communication.

4.10 Summary of the chapter

This chapter has summarized the findings for each objective, including tables of data and a
discussion of results. The next chapter is the summary of the findings, conclusions, and
recommendations.

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.0 Introduction

This chapter presents summary of findings, conclusion and recommendation.

5.1Summary of findings

The aim of this study is to investigate the degree of language shift among the youth in Nakuru
County. The results are organized based on the study’s objectives.

5.1.1 Attitudes of youth towards mother tongue.

The study revealed that 67% of respondents believed that the mother tongue is outdated, 70% felt
that proficiency in the mother tongue negatively impacts KCSE performance, and 54% supported
the idea of the government implementing policies to preserve Kenyan ethnic languages.

5.1.2 Extent to which youth use mother tongue.

Mother tongue was only used at home by 14% of the respondents and 8% used mother tongue in
church. Majority of the teachers 54% also indicated that mother tongue was the language used by
parents to communicate with students at school.

5.1.3 Impact of ethnicity on language

The study found that 36% of the respondents were from the Kikuyu community, 28% were from
the Kalenjin, and another 18% were from the Luhya, while 10% were from the Kisii
communities. On the same note, it was revealed that ethnicity bore no significant relationship to
language shift.

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5.2 Conclusion

The study concluded that the youth in Nakuru County lack pride in their ethnic languages, even
though they are somewhat familiar with them. They rarely use these languages, resulting in a
lack of dedicated domains for their use. This has contributed to language shift among the youth.
Additionally, the study found that the youth hold negative attitudes towards their ethnic
languages, and ethnicity does not significantly impact language shift. The study also observed
that English and Kiswahili are predominantly used by students in co-curricular activities.

5.3 Recommendation

The Ministry of Education should facilitate the use of mother tongue in co-curricular activities,
such as drama and music. Encouraging the use of ethnic languages in these contexts can help
prevent the loss of Kenyan languages and contribute to the preservation of cultural heritage.

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challenges. Cleve don: Multilingual Matters Ltd.
4. Clyne .M. (2003). Dynamic of language contact.Cambridge, Cambridge University press.
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6. Crystal,D.(1997).A dictionary of linguistics and phonetics ,Oxford UK:Blackwell
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8. Fishman, J.A. (1972).The sociology of language: An interdisciplinary social service Approach
to language in society, Rowley, MA. New bury House.
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Academic press.
11. Garret, P.(2010). Attitude to language. Cambridge, Cambridge University press.
12. Gurr,T.R.(2001). People versus state.Minorities at risk in the New century.
Washington,DC;United State, institute of peace press.
13. Holmes,J.(2001).An introduction to sociolinguistics (2nd edt). Essex. Pearson Education
limited.
14. Holmes,J.(2001). An Introduction to Sociolinguistics (3rd Ed).Harlow et.al; Kingman.
15. Kamwangamalu, N.M.(2000). Language policy and mother tongue education in
sounthAfrica.The case for a market oriented approach. Georgetown University Press, S.A.
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17. Kothari,C.R(Ed)(2004). Research methodology: methods and techniques. New Delhi. New
Age international publisher
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Kenya.WorldEnglishes.
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 APPENDIXES

Appendix 1: Questionnaires for Teachers

The purpose of the questionaires is to gather information for use in the study to examine
language shift among youths in Nakuru County. You are kindly requested to respond by ticking
the response in space provided.
Please do not include your name or name of your school.
The information provided will be treated with total confidentiality.
1. Which language do you teach? ...................................................................
2. Which language is preffered in co-curriculum activities such as:
Drama festivals……………..
Music festivals………………
Sports……………………………
3. Which language do the parents use with their children in school premises?..............

Thank you for your participation

Appendix 2: Questionnaires for students

The purpose of this questonair is to collect data for use in the study to examine language shift
among youth in Nakuru County. You are kindly requested to respond by ticking the appropriate
response in the space provided. These questionnaires will not be used for any other purpose apart
from purpose of this study.
Do not write your name.
SECTION A; Socio Demographic profile

Indicate your gender by ticking the correct choice.

Female

27
 Male
Indicate your ethnic community e.g. ( Kisii , Luhya, Kalenjin, Kikuyu e,t.c)
...................
SECTION B; Language use in various domains
Do you ever use your mother tongue?
Yes
No
What language do you use in the following places?
School ………………………………………………………………………………
Church………………………………………………………………………………
Home………………………………………………………………………………..
SECTION C;
The following statement refers to the way youths feel about their ethnic language.
Show your extent to which you agree with each statement.
KEY; SA-Strongly agree
A-Agree D -Disagree
U-undecided SD-Strongly disagree
Statement SA A U D SD
1 Mother toungue is outdated
2 The government should start policies
for pressuring Kenyan mother tongue.

3 Mother tongue proficiency negatively

affects performance in K.C.S.E

Thank you for your participation

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