English in a Kenyan university: How Kenyan students negotiate their cultural upbringing and the university’s western-oriented education in writing
Hulda A. Amenya
School: Purdue University (0183)
Date: 2001 pp: 100
Advisor: Lauer, Janice M.
Source: DAI-A 62/12, p. 4148, Jun 2002
Subjects: Language, Rhetoric And Composition (0681); Education, Bilingual And Multicultural (0282); Education, Higher (0745)
ProQuest Document Number: 304724090
UMI Number: AAT 3037530
The purpose of this study was to examine composition instruction in a Kenyan university to determine how Kenyan students negotiate their cultural background and the University’s western-oriented education in writing. Issues of culture, ethnic identity, and writing background were especially relevant in areas like Kenya, where English is a second language. In this study, students from a Kenyan University responded to questions on their educational background, linguistic experience, cultural awareness, and assessment of writing classes they had taken. The type of primary and secondary school attended by the respondents had a bearing on their writing performance. Their attitude towards writing instruction, showed a desire to use culturally sensitive texts in waiting classes. The results of this study are discussed in the light of Kenyan students’ unique cultural and linguistic background.