Eastern Africa Journal of Kiswahili (EAJK)
Eastern Africa Journal of Kiswahili (ISSN 2958-1036) is a double-blind peer reviewed, open access, online Journal published by Editon Consortium Publishing, East Africa, Kenya. The Journal publishes original scholarly research (empirical and theoretical), in form of case studies, reviews and analyses in Kiswahili Linguistic Studies.
Uchunguzi Linganishi wa Dhamira Zinazowasilishwa Kupitia Wahusika wa Kiume Katika Riwaya Teule za Kiswahili
Swahili Makala hii inalinganisha dhamira zilizowasilishwa kupitia wahusika wa kiume katika riwaya teule za Kiswahili zilizoandikwa na wanawake wa Kenya na Tanzania. Riwaya hizo ni Tumaini (2006) ya Clara Momanyi, Dago wa Munje (2008) ya Sheila Ryanga, Kipimo cha Mizani (2004) ya Zainabu Burhani, na Hiba ya Wivu (1997) ya Zainabu Mwanga. Kuna dhamira za uchapakazi, ndoa, maadili, umuhimu wa elimu, malezi na migogoro ingawa makala hii imejikita katika dhamira mbili ambazo zinalinganishwa katika riwaya teule. Riwaya hizi nne zimeteuliwa kimakusudi kulingana na maudhui mazito yaliyomo katika riwaya hizo kuhusu wanaume. Makala hii imeonesha kuwa nadharia ya ujifunzaji wa kijamii (imejikita kwenye uana) na mwanaume mpya zimekuwa nadharia faafu katika makala hii. Nadharia ya ujifunzaji wa kijamii huona tabia kama kitendo ambacho mtu hujifunza kutoka katika mazingira ambayo ndiyo hupelekea umuhimu wa majukumu ya kiana. Mwisho, makala hii imetumia nadharia ya mwanaume mpya, nadharia inayojaribu kuelezea kwanini baadhi ya wanaume hukaa na wake zao kwa usawa bila tabia za mfumo dume ambazo huashiria kuwepo kwa taasubi ya kiume. Mbinu ya Fasihi Linganishi imetumika kulinganisha usawiri wa wahusika wa kiume katika riwaya teule kupitia dhamira wanazowasilisha. Data iliyotumika katika Makala hii ilitolewa maktabani kwa kusoma tasnifu, makala na vitabu vinavyohusiana na mada. Uwasilishaji wa matokeo umefanyika kwa njia ya maelezo. Matokeo yameonesha kuwa waandishi wa kike wamemsawiri mwanamume kwa mtazamo chanya zaidi kuliko hasi. Kwa hiyo, kulingana na waandishi wa kike wa Tanzania na Kenya wameonesha kuwa mwanamume ni mpya kulingana na mpito wa wakati ambapo mambo mbalimbali ya ugandamizaji wa kijinsia yametupiliwa mbali ili kuleta uwiano wa kiana. English This article compares the themes embodied by male characters in selected Swahili novels authored by women writers from Kenya and Tanzania. The works examined are Tumaini (2006) by Clara Momanyi, Dago wa Munje (2008) by Sheila Ryanga, Kipimo cha Mizani (2004) by Zainabu Burhani, and Hiba ya Wivu (1997) by Zainabu Mwanga. While these novels explore a range of themes, including diligence and hard work, marriage, moral values, the significance of education, child-rearing practices, and various conflictsthe present study deliberately concentrates on two central themes for detailed comparison across the texts. The four novels were purposefully selected because of the depth and complexity with which they portray male figures.The analysis draws on two complementary theoretical frameworks: social learning theory, with its particular emphasis on the construction of masculinity, and the concept of the “new man.” Social learning theory posits that behaviour is largely acquired through observation and interaction with one’s social environment, thereby highlighting the critical role played by culturally defined masculine responsibilities. Complementing this perspective, the “new man” theory attempts to account for why certain men increasingly relate to their wives as equals, deliberately distancing themselves from traditional patriarchal attitudes and behaviours that perpetuate male dominance and chauvinism.Employing the comparative literature approach, the study examines how male characters are constructed and presented in the chosen novels through the specific themes they enact. Data were collected through extensive library research, including relevant theses, journal articles, and books on the subject. Findings are presented in descriptive form. The results indicate that female authors in this corpus tend to depict male characters in a predominantly positive rather than negative light. Consequently, Kenyan and Tanzanian women writers collectively portray the contemporary man as a “new” figure one who has evolved with the times. In their narratives, various historically entrenched forms of gender-based oppression have been set aside, making way for greater equity and balance in gender roles and in the performance of masculine identities. Keywords: Characters, comparison, masculinity, perspective, portrayal, and theme.
Copyright (c) 2026 Olivia kanwa, Catherine Ndungo, Richard Wafula https://creativecommons.org/licenses/by-nc-sa/4.0
Mchango wa Miktadha ya Kijamii katika Ujifunzaji wa Kiswahili kama Lugha ya Pili Nchini Burundi
SWAHILI Makala hii inahusu miktadha ya kijamii na mchango wake katika kujifunza Kiswahili kama lugha ya pili nchini Burundi. Utafiti huu ulifanyika Nchini Burundi, Mkoa wa Bujumbura, katika Tarafa za Mukaza na Ntahangwa. Kimahususi zaidi utafiti huu ulifanyika katika vyuo vikuu vya serikali ambavyo vina idara za Kiswahili yaani Chuo Kikuu cha Ualimu (ENS) na Chuo Kikuu cha Burundi (UB). Nadharia ya Mwingiliano Jamii iliyoasisiwa na Mwanasaikolojia Vygotsky (1978) iliongoza utafiti huu. Utafiti huu ulitumia sampuli ya wasailiwa ishirini (20) wa kiwango cha shahada ya awali, mwaka wa tatu. Sampuli tajwa ilipatikana kwa usampulishaji nasibu sahili. Ukusanyaji wa data uliwezeshwa na mbinu ya usaili. Mikabala ya kitaamuli na kitakwimu na mbinu ya uchanganuzi wa data kimaelezo imetumika katika uchanganuzi wa data za utafiti huu. Data za utafiti huu zimewasilishwa kwa kutumia majedwali na grafu zilizoambatana na maelezo kwa ajili ya kutoa ufafanuzi zaidi. Matokeo ya utafiti huu yamebainisha kuwa miktadha ya kijamii ya kujifunza Kiswahili jijini Bujumbura ni soko, hospitali, zahanati, nyumbani, na kadhalika. Matokeo pia yalionesha kuwa miktadha hiyo inawawezesha wanafunzi kuingiza msamiati mpya, kukuza stadi za kusikiliza na kuzungumza. Inawawezesha pia, kuimarisha umilisi wa utamaduni na maarifa kuhusu fasihi. Mwisho, makala hii inapendekeza serikali ya Burundi iwezeshe walimu wa Kiswahili kufuatilia ujifunzaji wa Kiswahili wa wanafunzi nje ya darasa. ENGLISH This article deals with social contexts and their contribution to learning Swahili as a second language in Burundi. This study was conducted in Burundi, Bujumbura Province, the Communes of Mukaza and Ntahangwa. More specifically, this study was conducted in public universities that have Swahili departments, namely the Burundi Higher Institute of Education (ENS) and the University of Burundi (UB). The Social Interaction Theory developed by Psychologist Vygotsky (1978) guided this study. This study used a sample of twenty (20) undergraduate students in their third year. The sample was obtained through simple random sampling. Data collection was facilitated by the interview method. The qualitative approach and descriptive data analysis method were used in the analysis of the data of this study. The data of this study are presented using charts and graphs accompanied by explanations for further explanation. The results of this study have identified that the social contexts for learning Swahili in Bujumbura are the market, hospital, dispensary, at home, and so on. The results also showed that these contexts enable students to incorporate new vocabulary and develop listening and speaking skills. They also enable them to strengthen their cultural mastery and knowledge about literature. Finally, this article recommends that the Burundian government empower Swahili lecturers to monitor students' learning of Swahili outside the classroom. Keywords: Language, Learning, Social contexts, Second language, Students
Copyright (c) 2026 Consolée Kamaro, Rajabu Chipila https://creativecommons.org/licenses/by-nc-sa/4.0
Uchanganuzi wa Majina ya Wanaume Katika Jamii ya Watugen
Swahili Utafiti huu ulichambua majina ya wanaume katika jamii ya Watugen, Kaunti ya Baringo ya Kati, Kenya. Lengo kuu lilikuwa kuchunguza majina haya miongoni mwa wanajamii wa eneo hilo. Ingawa majina ya kipekee katika jamii hii hujumuisha yale yanayotokana na mito, milima, vijiji, miji, watu na nchi, uchunguzi ulijikita kwenye majina ya wanaume pekee. Makala hii inajumuisha vijisehemu vifuatavyo: maelezo mafupi kuhusu jamii ya Watugen, utamaduni wa kupeana majina, sherehe zinazohusiana na kupeana majina, majina ya wanaume pamoja na maana zao, na hitimisho. Utafiti uliongozwa na nadharia ya simiotiki, ambayo inasisitiza kuwa kila ishara ina maana yake maalum. Data zilikusanywa kwa njia ya uchunguzi wa nyanjani kwa kutumia mbinu ya mahojiano. Washiriki 50, ambao walikuwa watu wazima wenye umri kati ya miaka 35 na 70, walihojiwa kwa muda wa majuma mawili. Sampuli ya majina iliorodheshwa katika majedwali ili kuwezesha uchambuzi. Utafiti uliongozwa na maswali yanayohusu Watugen ni watu wa wapi, sherehe zipi zilihusiana na kupeana majina, sababu za ujinaishaji zilikuwa zipi, kategoria zipi za majina zilikuwepo, na maana za majina ya wanaume zilikuwa zipi. Majibu ya maswali haya yaliunda kiini cha utafiti. Matokeo ya utafiti yalionyesha kuwa majina ya wanaume yalitokana na hali halisi za kijamii katika jamii ya Watugen, na kila jina likibeba maana maalum. Ilibainika kuwa ujio wa wageni, hasa wamishonari, uliathiri sana mchakato wa ujinaishaji. Zaidi ya hayo, majina hayo yana miundo mbalimbali English This study analysed male names in the Tugen community, Central Baringo County, Kenya. This study aimed to analyse male names among members of the Watugen community in Central Baringo County, Kenya, East Africa. Although proper nouns include names of rivers, mountains, villages, towns, people, and countries, this study covered only male names. This article comprises the following sections: a brief description of the Tugen community; naming culture; naming ceremonies; male names and their meanings; and conclusions. This study was guided by semiotic theory. Semiotic theory holds that each sign has its own specific meaning. Data collection was conducted in the field. An interview method was used to collect data from 50 adults aged 35-70 over two weeks. A sample of names was listed in tables. The following questions guided this study: Where are the Tugen people? What ceremonies were associated with naming? What were the reasons for naming? What categories were there? What were the meanings of male names? The answers to these questions are the focus of this study. The study found that male names reflected the realities of the Tugen community, and each name carried a unique meaning. It was also found that the arrival of foreigners, mostly missionaries, affected the naming process in the Tugen community. In addition, it was established that these names have various structures. Keywords: Male names, meaning of names, naming ceremonies, society and semiotic.
Copyright (c) 2026 Dave Bowen https://creativecommons.org/licenses/by-nc-sa/4.0
Tamthilia za Kiswahili kama Chombo cha Uhamasishaji kuhusu Malengo ya Maendeleo Endelevu: Mifano ya Mwinyi na Manyani ya Adili na Kodi
SWAHILI Azma ya makala hii ni kuchunguza tamthilia za Kiswahili kama chombo cha kuhamasisha jamii kuhusu Malengo ya Maendeleo Endelevu (MME). MME ni mpango ulioidhinishwa na Umoja wa Mataifa mwaka 2015 na umekumbatiwa na serikali, mashirika na wasomi mbalimbali duniani.Utafiti huu ni wa kithamano na unaongozwa na Nadharia ya Uhistoria Mpya iliyoasisiwa na Stephen Greenblatt (1980) na kuendelezwa na Brizee na Tompkins (2012). Muundo wa kiuchambuzi ulitumika kuchunguza jinsi tamthilia teule zinavyoakisi na kuhoji masuala ya kijamii yanayohusiana na MME. Data ilikusanywa kwa mbinu ya unukuzi wa madondoo mahususi kutoka katika tamthilia teule kwa kutumia usampulishaji wa kimaksudi.Tamthilia zilizochaguliwa ni Mwinyi na Manyani ya Adili (Mbogo, 2022) na Kodi (Muhando, 2024) kwa sababu zinaangazia masuala ya MME na ziliandikwa kati ya mwaka 2016 na 2026, yaani kipindi cha utekelezaji wa malengo hayo. Matokeo yamewasilishwa kwa njia ya maelezo ya maandishi.Utafiti umebaini kuwa tamthilia hizi zinahamasisha kwa kiasi kikubwa malengo yafuatayo: L1 (kutokomeza umaskini), L2 (kutokomeza njaa), L5 (usawa wa kijinsia), L8 (ajira na ukuaji wa uchumi), L11 (miji na makazi endelevu) na L16 (amani, haki na taasisi imara). Masuala haya yanajitokeza kupitia wahusika, migogoro na maamuzi yao.Hata hivyo, malengo mengine kama L3 (afya bora), L4 (elimu bora), L6 (maji safi na usafi wa mazingira), L7, L9, L10, L12, L13, L14 na L15 hayajaangaziwa vya kutosha au yamepuuzwa kabisa. Makala hii inapendekeza kwamba waandishi wa tamthilia za Kiswahili wanapaswa kupanua wigo wa maudhui yao kwa kujumuisha kimaksudi malengo yaliyopuuzwa, hasa L3, L4 na L6, ili kuimarisha mchango wa fasihi katika uhamasishaji mpana wa MME. ENGLISH The aim of this article is to examine Kiswahili plays as a tool for mobilising society about the Sustainable Development Goals (SDGs). The SDGs are a set of 17 goals adopted by the United Nations (UN) in 2015 and have been embraced by governments, organisations, and scholars worldwide. This study is qualitative and guided by New Historicism Theory, founded by Stephen Greenblatt (1980) and further developed by Brizee and Tompkins (2012). An analytical framework was used to examine how selected plays reflect and question social issues related to the SDGs. Data were collected by transcribing specific excerpts from selected plays using purposive sampling. The selected plays are Mwinyi na Manyani ya Adili (Mbogo, 2022) and Kodi (Muhando, 2024), chosen because they address SDG-related issues and were written between 2016 and 2026, the period of implementation for these goals. The findings are presented descriptively. The study found that these plays significantly promote the following goals: SDG 1 (No Poverty), SDG 2 (Zero Hunger), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth), SDG 11 (Sustainable Cities and Communities), and SDG 16 (Peace, Justice, and Strong Institutions). These issues are reflected in the characters, their conflicts, and their decisions. However, other goals such as SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 6 (Clean Water and Sanitation), SDG 7, SDG 9, SDG 10, SDG 12, SDG 13, SDG 14, and SDG 15 are either insufficiently addressed or completely neglected. This article recommends that Kiswahili playwrights expand the scope of their themes by deliberately incorporating neglected goals, especially SDG 3, SDG 4, and SDG 6, to strengthen literature's contribution to broader SDG awareness. Keywords: Sustainable Development Goals (SDGs), drama, literary analysis, awareness, New Historicism
Copyright (c) 2026 Samuel Sinzore Ogonda https://creativecommons.org/licenses/by-nc-sa/4.0
Nafasi ya Kiswahili katika Ujenzi wa Utamaduni wa Uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, Kenya
Swahili Lengo la makala haya ni kupambanua nafasi ya Kiswahili katika ujenzi wa utamaduni wa uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, nchini Kenya. Uongozi wa kufana hujengeka kwa tamaduni zinazokubalika na zenye kuheshimika. Makala haya yalipambanua nafasi ya Kiswahili katika ujenzi wa utamaduni wa uongozi katika Shule ya Msingi ya Mungakha, Kaunti ya Kakamega, nchini Kenya. Malengo mahususi yalikuwa ni: kutathmini utamaduni wa uongozi wa shule; kubainisha ni jinsi gani Kiswahili kinatumika kujenga utamaduni wa uongozi wa shule; na kupambanua mitazamo ya washikadau kuhusu matumizi ya Kiswahili katika uongozi wa Shule ya Msingi ya Mungakha. Utafiti huu uliongozwa na Nadharia ya Tabia ya Uongozi ya Fleenor (2006). Mkabala wa kithamano na muundo wa kimfano uliongoza utafiti huu. Mbinu ya ukusanyaji wa data iliyotumiwa ni hojaji. Sampuli lengwa ilihusisha shule moja ya msingi, mwalimu mkuu, naibu wake, wakuu wa jopo, viranja, wanachama wa halmashauri ya uongozi wa shule, wafanyakazi na wazazi. Usampulishaji wa kimaksudi uliteua Shule ya Msingi ya Mungakha, mwalimu mkuu na naibu wake. Usampulishaji wa kinasibu uliwachagua wanachama wa halmashauri ya usimamizi wa shule, wakuu wa jopo, viranja na wafanyakazi. Data iliyokusanywa ilichanganuliwa kwa kutumia kielelezo cha nyaraka, kisha ikawasilishwa kwa kurejelea malengo ya utafiti kwa maelezo ya kifafanuzi na mijadala kutolewa. Matokeo yalibainisha kuwa utamaduni katika Shule ya Msingi ya Mungakha ulikuwa wa umoja, uongozi wa kielelezo, mazingira bora ya ujifunzaji, ugatuzi wa mamlaka, kushirikishwa kwa wanafunzi, kuhusishwa kwa wazazi na mawasiliano ya wazi. Lugha ya Kiswahili na Kiingereza zilitumika kwa kiwango kizuri huku Kinyala kikitumika kwa kiwango cha chini. Washikadau walipendelea matumizi ya lugha ya Kiswahili na Kiingereza kwa kiwango cha wastani na Kinyala kwa kiwango cha chini sana katika shule hii. English The aim of this article is to examine the role of Kiswahili in the establishment of leadership culture at Mungakha Primary School in Kakamega County, Kenya. Successful leadership is based on acceptable and respectful traditions. This paper outlined the role of Kiswahili in establishing leadership tradition at Mungakha Primary School in Kakamega County, Kenya. The specific objectives were to establish the leadership tradition in the school; to outline how Kiswahili is used in the establishment of leadership tradition in the school; and lastly, to discuss the views of stakeholders on leadership tradition at Mungakha Primary School. The research was guided by the Trait Approach to Leadership by Fleenor (2006). This research adopted a descriptive research design, specifically the case study design. The method of data collection used was questionnaires. The target sample entailed one primary school, the head teacher, and the deputy head teacher. The board of management members, subject panel heads, prefects, and non-teaching staff were sampled randomly. The data collected were analysed using document analysis and presented descriptively according to the study objectives, alongside discussions. The study found that there was a leadership tradition of unity, leading by example, a safe and conducive learning environment, delegation of duties, student-centred leadership, parental involvement, and an open communication policy in the school. Kiswahili and English were used at a good level, while Kinyala was used at a low level in establishing leadership tradition. The stakeholders preferred the use of Kiswahili and English at a higher level, while Kinyala was preferred at a low level in the leadership of the school. Key words: Establishing, Kiswahili, language, leadership, tradition.
Copyright (c) 2026 Stephen Muyundo Ndinyo, Sangai Mohochi https://creativecommons.org/licenses/by-nc-sa/4.0
Maana Kisemiotiki Na Kipragmatiki Za Ujumbe Katika Mabango Ya Afya
SWAHILI Makala hii inalenga kuchanganua maana kisemiotiki na kipragmatiki ya jumbe kwenye mabango ya afya. Licha ya matumizi yake katika mawasiliano ya umma, bado kuna changamoto katika uelewa wa kina wa jinsi maana zinavyoundwa na kufasiriwa. Utafiti ulichunguza kwa kina miundo ya ishara inayotumika kwenye mabango ya afya na mchango wa muktadha katika uundaji wa maana. Mabango yalitokana na vituo vya afya vya kiwango cha pili vya serikali. Utafiti huu uliongozwa na Nadharia ya Uhusiano iliyoasisiwa na Sperber na Wilson (1986) na kuendelezwa na Clark (1996) pamoja na Nadharia ya Semiotiki iliyoasisiwa na Saussure (1916) na kuendelezwa na Peirce (1931-1958). Nadharia ya Uhusiano ilitumika kueleza jinsi maana zilivyofasiriwa kwa kuzingatia muktadha, huku nadharia ya semiotiki ikitumika kuchanganua ishara. Muundo wa utafiti ulikuwa wa kiuchanganuzi kwa kutumia data za kithamano. Usampulishaji ulikuwa kimakusudi kwa mabango yaliyoandikwa kwa Kiswahili katika vituo hivyo. Data zilikusanywa kwa usomaji wa kina wa nyaraka na mabango, na kuchanganuliwa kwa mbinu ya uchambuzi wa yaliyomo. Matokeo yalionyesha kuwa rangi zilitumika kisemiotiki kuwasilisha taarifa mbalimbali, huku picha zikiimarisha ujumbe. Kipragmatiki, maana ya ujumbe ilitegemea muktadha. Msamiati ulipata maana mpya kulingana na muktadha wa matumizi. Rangi na picha vilitumika kimakusudi kuimarisha maana ya jumbe. Utafiti unahitimisha kwamba wabunifu wa mabango wanapaswa kutumia rangi na ishara wakizingatia maana yake kisemiotiki na kitamaduni. Matokeo yanatarajiwa kuwasaidia wabunifu wa mabango ya afya na wataalamu wa mawasiliano kuimarisha sera na mipango ya afya ya umma. ENGLISH The aim of this article is to analyse the semiotic and pragmatic meanings of messages on health posters. Despite the use of health posters in public communication, there are still challenges in understanding in depth how their meanings are constructed and interpreted. This study aimed to examine in detail the structures of signs used on health posters and the role of context in creating meaning. These posters were found in level two government health facilities. This study was guided by the Relevance Theory established by Sperber and Wilson (1986) and developed by Clark (1996), as well as the Semiotic Theory established by Ferdinand de Saussure (1916) and developed by Charles Sanders Peirce (1931-1958). The Relevance Theory was used to explain how meanings are interpreted in context, while the semiotic theory was used to analyse signs. This study adopted a descriptive-analytical design, evaluating quantitative data described in a descriptive manner. The study area is academic. The target group is health posters written in Swahili and found in level two government health facilities. Purposive sampling was used. Data was collected through in-depth reading of various documents and health posters, and analysed through content analysis. The study revealed that colours were used semiotically to convey various types of information. Images were used to enhance messages. Pragmatically, messages on the posters acquired meaning depending on the context. The study concluded that colours and images were used intentionally to enhance the meaning of the messages. Vocabulary used in the poster messages acquired new meanings depending on the context of use. The study recommends that poster designers use colours and symbols, while paying attention to their semiotic and cultural meanings. The results of this study are expected to help health poster designers and health communication professionals strengthen public health policies and programs. Keywords: Colors, health posters, images, pragmatics, semiotics
Copyright (c) 2026 Alice Khayali Mukoko, Fridah Miruka, Deborah Amukowa https://creativecommons.org/licenses/by-nc-sa/4.0
Mageuzi ya Kimofolojia ya Msamiati wa Mame-Bantu kwenda Lugha za Kibantu: Mifano kutoka Kinyakyusa
SWAHILI Makala hii inahusu mageuzi ya kimofolojia kutoka Mame-Bantu (MB) kwenda Kinyakyusa. Lengo la utafiti huu lilikuwa kuchunguza mabadiliko ya kimofolojia ya maumbo ya vitenzi na nomino kutoka MB kwenda lugha ya Kibantu. Utafiti huu ni wa kitaamuli na uliongozwa na Nadharia ya Mofolojia Asilia ya Wolfgung U Dressler (1987). Data za utafiti zilikusanywa kwa njia ya uchambuzi wa matini pamoja na usaili wa wazungumzaji asilia wa Kinyakyusa. Jumla ya maumbo ya msamiati 35 ya MB yalichambuliwa kutoka kwenye matini ya Bostoen na Bastin (2016), kisha kufasiriwa kwa Kinyakyusa. Aidha, usaili uliofanyika kwa wazungumzaji asilia sita (06) wa Kinyakyusa ulilenga kupata tafsiri ya maumbo ya vitenzi na nomino zilizochunguzwa. Sampuli ya utafiti iliteuliwa kwa kutumia usampulishaji lengwa wa kipekee na kwa kuzingatia vigezo vya umri, jinsi na umahiri wa lugha. Matokeo ya utafiti yalionesha kuwapo kwa mageuzi ya kimofolojia ya msamiati wa MB kwenda Kinyakyusa. Mageuzi haya yanachagizwa na mabadiliko ya vitamkwa kama vile vipasuo kuwa vipasuo kwamizi kupitia uyeyushaji wa irabu. Pia, kipasuo kuwa likwidi au sauti za likwidi kutokana na uimarishaji au udhoofishaji wa konsonanti. Vilevile, uchunguzi ulibaini kuwapo kwa mageuzi si-kamilifu ambayo huhifadhi umbo asilia la mzizi wa neno la MB katika lugha ya Kinyakyusa. Pia kulibainika kuwapo kwa mageuzi kamilifu ya kimofolojia ambayo hayahifadhi umbo asilia la msamiati wa MB katika lugha za Kibantu. Kwa kuwa utafiti huu ulijikita katika umbo la msamiati pekee, tafiti zingine zijazo zinaweza kuchunguza kuhusu mageuzi na/au uhifadhi wa maana kupitia toni na miundo ya tungo kutoka Mame-Bantu kwenda lugha nyingine za Kibantu, kikiwamo Kiswahili. ENGLISH This article explores the morphological evolution of Proto-Bantu (PB) forms into Kinyakyusa. The main objective of the study was to examine how noun and verb forms have changed morphologically from Proto-Bantu to Kinyakyusa, a Bantu language. The research adopted a descriptive approach and was guided by Natural Morphology Theory (Wolfgang U. Dressler, 1987). Data were collected through textual analysis and interviews with native speakers of Kinyakyusa. A total of 35 Proto-Bantu lexical items were selected from the work of Bostoen and Bastin (2016) and translated into Kinyakyusa. In addition, six native Kinyakyusa speakers were interviewed to provide translations and insights into the noun and verb forms under study. Participants were purposively selected based on age, gender, and language proficiency. The findings indicate that significant morphological changes have occurred as Proto-Bantu vocabulary developed into Kinyakyusa. These changes are largely influenced by phonological processes, including the transformation of plosive consonants into affricates through vowel assimilation. Other changes involve the shift of plosives into liquid sounds, as well as the emergence of liquids through processes of consonant strengthening and weakening. The study also identified instances of partial morphological change, where the original Proto-Bantu root form is still recognisable in Kinyakyusa. In contrast, cases of complete morphological change were observed, where the original Proto-Bantu form is no longer preserved. Since this study focused primarily on lexical forms, future research could explore how meaning has been maintained or transformed through tonal patterns and sentence structures as Proto-Bantu evolved into other Bantu languages, including Kiswahili. Keywords: Bantu language, morphological change, Nyakyusa language, Proto-Bantu, vocabulary.
Copyright (c) 2026 Emanuel Deogratius https://creativecommons.org/licenses/by-nc-sa/4.0
Mikakati ya Upole kwenye Hafla za Mazishi: Mifano Kutoka katika Baadhi ya Jamiilugha za Waluhya
Swahili Makala hii inachunguza mikakati ya upole inayotumika katika hafla za mazishi miongoni mwa baadhi ya jamiilugha za Waluhya na jinsi inavyochangia katika kukabiliana na matendo ya usemi yanayotishia nyuso za waombolezaji. Utafiti uliongozwa na Nadharia ya Upole ya Leech iliyoboreshwa na Alabdali. Ulitumia mkabala wa kithamano, ambapo data zilikusanywa kupitia uchunzaji shirikishi na mijadala ya makundi. Jumla ya washiriki 40 (wanawake 20 na wanaume 20) walishiriki katika mijadala ya makundi, huku mahatibu 48 (12 kutoka katika kila jamiilugha teule) wakifanyiwa uchunzaji walipokuwa wakihutubu katika hafla za mazishi. Data zilizokusanywa katika mfumo wa hotuba na rekodi za uchunzaji zilisimbwa, zikapangwa katika makundi ya kimaudhui na kuchanganuliwa kwa kuzingatia malengo ya utafiti pamoja na nadharia iliyoongoza utafiti. Matokeo yalionyesha kuwa mahatibu walitumia mikakati mbalimbali ya upole katika kutoa rambirambi, ikiwemo kanuni ya kumsifu msikilizaji, kanuni ya kujitweza, kanuni ya maafikiano, kanuni ya kutojisifu na kanuni ya huruma. Utafiti ulihitimisha kuwa matumizi ya mikakati ya upole huchangia kuendesha hafla za mazishi kwa amani na kudumisha mahusiano mema kati ya waombolezaji. Aidha, wanajamiilugha za Waluhya wanapaswa kuwa na umilisi wa kipragmatiki wa jamiilugha nyingine wanazotagusana nazo ili kuheshimu kanuni za upole. Makala inapendekeza kuwa tafiti zijazo zichunguze udhihirisho wa mikakati ya upole katika jamiilugha nyingine za Waluhya. English In burial ceremonies, social relationships are initiated, advanced or even broken depending on how language is used. Documented research in Linguistic Pragmatics emphasises the use of polite language in burial ceremonies to mitigate Face-Threatening Acts (FTAs) on mourners and the deceased. However, limited research has been conducted on how specific Luhya language communities embrace politeness strategies in burial ceremonies. This study sought to fill this gap by analysing politeness strategies used by speakers in burial ceremonies among Isukha, Maragoli, Bukusu and Tiriki. Guided by the Social Constructivist paradigm, this study adopted a qualitative research design to analyse different politeness strategies and their interpretations as speech acts committed on mourners who attend burial ceremonies of selected language communities. This study was anchored on Politeness Theory by Leech and Alabdali. Purposive Sampling Technique was employed in selecting a total of 40 informants (20 men, 20 women) who participated in Focus Group Discussions (FGDs): 10 respondents (5 men, 5 women) in each burial ceremony. Forty-eight speakers (12 from each language community) were observed while they were giving their condolences in respective burial ceremonies. Data were collected using participant observation and FGD schedules. The data were analysed inductively using the thematic method of analysis, whereby significant statements were coded and arranged thematically based on research objectives and research theory. From the analysis, it emerged that speakers used politeness strategies like praising the interlocutors, acknowledging mourners’ social status and using phrases that showed sympathy among others. The study concluded that if respective Luhya language communities embraced polite language, burial ceremonies would be conducted peacefully. The study recommends that respective Luhya language communities should acquire polite language competence in order to promote comity. This study is significant because it has generated new knowledge about how politeness strategies are used in cross-cultural communication in burial ceremonies in selected Luhya language communities. Keywords: Burial ceremonies, Luhya language communities, politeness strategies, speakers
Copyright (c) 2026 Kennedy Opindi Ongadi, Magadalene Wafula, Samwel Obuchi https://creativecommons.org/licenses/by-nc-sa/4.0
Urasimishaji wa Kiswahili katika Asasi Tumizi: Mafanikio na Changamoto
Makala hii imechunguza hali ya urasimishaji wa Kiswahili katika asasi tumizi nchini Kenya. Inalenga kuangazia mafanikio yaliyopatikana na changamoto zinazokwamisha utekelezaji wa hadhi ya Kiswahili kama lugha rasmi kwa mujibu wa Katiba ya Kenya ya 2010. Utafiti ulifanywa kupitia uchambuzi wa kina wa nyaraka mbalimbali, huku matokeo yakiwa yamewasilishwa kwa njia ya maelezo. Matokeo yanaonyesha kwamba japo hadhi ya Kiswahili imeanza kuamilishwa kutokana na ongezeko la matumizi yake katika sekta za elimu, sheria, utawala, uchumi na afya, mafanikio yaliyopatikana ni madogo. Imebainika kuwa asasi hizi hazijatumia kikamilifu nguvu za kisheria zilizopo katika Katiba ya Kenya (2010) kuhusu hadhi ya Kiswahili kama lugha rasmi. Changamoto za utekelezaji zimetokana pia na mienendo hasi ya watumishi wa umma pamoja na umilishe mdogo wa Kiswahili miongoni mwao. Kwa nyongeza, ukosefu wa sera madhubuti kuhusu utofauti wa lugha nchini Kenya umezuia juhudi za kurasimisha Kiswahili. Hali hii imeongezwa na ukosefu wa tafsiri za nembo na hati za serikali kwa Kiswahili. Makala hii inahitimisha kwamba, ili kuepusha wananchi kuendelea kukosa taarifa na huduma muhimu zinazotolewa na asasi hizi, serikali inahitaji kuchukua hatua za kimkakati na kutoa rasilimali zinazohitajika kwa kuamilisha urasmi wa Kiswahili kwenye asasi husika.
Copyright (c) 2026 MARK A. ODAWO https://creativecommons.org/licenses/by-nc-sa/4.0
Viwango vya Matumizi ya Ufundishaji Mahuluti katika Ufundishaji na Ujifunzaji wa Kiswahili katika Vyuo Vikuu vya Umma Nchini Kenya
SWAHILI Lengo la makala hii ni kubainisha kiwango cha matumizi ya Ufundishaji Mahuluti katika ufundishaji na ujifunzaji wa Kiswahili katika vyuo vikuu vya umma nchini Kenya. Mkurupuko wa UVIKO-19 uliathiri sekta ya elimu kupitia kufungwa kwa vyuo vikuu. Hivyo, utafiti huu ulichunguza ujifunzaji mahuluti kama mbinu endelevu ya kuimarisha ufundishaji na ujifunzaji wa Kiswahili baada ya janga hilo. Utafiti ulifanyika katika Chuo Kikuu cha Kibabii, Chuo Kikuu cha Sayansi na Teknolojia cha Masinde Muliro, Chuo Kikuu cha Kaimosi na Chuo Kikuu cha Alupe. Uliongozwa na Nadharia ya Ujifunzaji Msambao Kiuvumbuzi (UMK) ya Rogers (2003). Muundo wa utafiti ulikuwa kimfano. Walengwa walikuwa wahadhiri 24, wanafunzi wa Kiswahili 360 na wataalamu wa ODeL 16. Data ilikusanywa kwa kutumia mahojiano na hojaji, kisha ikachanganuliwa kwa mbinu ya kithamano na kuwasilishwa kwa asilimia na majedwali. Matokeo yalionyesha kuwa elimu ya Kiswahili ilitolewa kwa ufanisi kupitia mfumo wa mahuluti. Vifaa vilivyotumika ni simu za wanafunzi na vipakatalishi vya wahadhiri. Mbinu hii iliongeza ufanisi wa ufundishaji, ikawapa wanafunzi usaidizi mzuri katika madarasa ya mtandaoni, ikawapa wahadhiri ari zaidi, ikarahisisha kuelewa kwa masomo, ikaokoa muda na kuufanya mchakato wa kujifunza kumzingatia mwanafunzi zaidi.Hata hivyo, wahadhiri na wanafunzi walikumbana na changamoto kadhaa. Utafiti ulipendekeza kuandaliwa na kutekelezwa kwa mikakati ya kina ili kuimarisha matumizi ya ujifunzaji mahuluti. Vyuo vikuu vya umma nchini Kenya vimefikia hatua ya juu katika utoaji wa kozi zinazotumia teknolojia ya wavuti. Matokeo ya utafiti yatakuwa na manufaa kwa Tume ya Elimu ya Vyuo Vikuu (TEVK) na uongozi wa vyuo katika kuunda sera na kuhimiza matumizi ya teknolojia za kisasa katika ufundishaji na ujifunzaji. ENGLISH The purpose of this study was to ascertain the extent of Blended Learning utilisation in the teaching and learning of Kiswahili in public universities in Kenya. The COVID-19 outbreak affected the education sector by closing universities. Consequently, this study investigated blended learning as a sustainable approach to enhancing Kiswahili teaching and learning in the aftermath of the pandemic. The study was conducted at Kibabii University, Masinde Muliro University of Science and Technology, Kaimosi University, and Alupe University. It was guided by Rogers' (2003) Diffusion of Innovations Theory. The research adopted a descriptive survey design. The target population comprised 24 lecturers, 360 Kiswahili students, and 16 Open and Distance e-Learning (ODeL) experts. Data were collected using questionnaires and interviews, and subsequently analysed through quantitative techniques and presented in percentages and tables. The findings revealed that Kiswahili education was effectively delivered through the blended learning model. The devices utilised included students' mobile phones and lecturers' laptops. This approach enhanced teaching efficiency, provided students with adequate support in online classrooms, increased lecturers' motivation, facilitated comprehension of subject matter, saved time, and rendered the learning process more learner-centred. However, lecturers and students encountered several challenges. The study recommended the development and implementation of comprehensive strategies to strengthen the use of blended learning. Public universities in Kenya have reached an advanced stage in the delivery of web-based courses. The findings of this study will be of benefit to the Commission for University Education (CUE) and university management in formulating policies and promoting the use of modern technologies in teaching and learning. Keywords: Blended learning, Learning, Process, Teaching, Technology
Copyright (c) 2026 Mathias Juma Wanyama, Gladys Kinara, Irene Simiyu https://creativecommons.org/licenses/by-nc-sa/4.0
Upembuzi wa Vigezo vya Upimaji wa Stadi ya Kuzungumza Kiswahili katika Gredi ya Sita Nchini Kenya
SWAHILI Utafiti huu ulitathmini mikakati ya upimaji wa stadi ya kuzungumza katika Gredi ya Sita (G6) magharibi mwa Kenya, uliolenga vigezo vya KICD na kuongozwa na Nadharia ya Mawasiliano ya Dell Hymes. Stadi ya kuzungumza ni kipaumbele katika Mtaala wa Umilisi (MU) nchini Kenya kwa ajili ya kukuza mawasiliano na ushirikiano. Utafiti ulitumia mkabala mseto na muundo wa usorovea fafanuzi katika kaunti nne za Kenya. Data ilikusanywa kutoka kwa walimu kupitia hojaji, mahojiano, na uchanganuzi wa nyaraka, kisha ikachanganuliwa kiwingiidadi na kithamano. Kati ya walimu 355 walioteuliwa kwa usampulishaji makusudi, walimu 341 (96%) walijaza hojaji kikamilifu. Matokeo makuu ya utafiti yanaonyesha kuwa ingawa walimu wengi wana uelewa wa mwongozo wa KICD unaozingatia vigezo sita vya tathmini ya kimilisi na kusisitiza matamshi pamoja na mijadala ya makundi, bado kuna udhaifu katika ufikiaji wa mwongozo huo na utekelezaji thabiti wa vipengele vya sarufi, msamiati, na ujasiri wa wanafunzi darasani. Kwa hitimisho, vigezo vya KICD vimefanikiwa kuimarisha uwezo wa kujieleza na matamshi ya wanafunzi wa Gredi ya Sita, lakini bado kuna haja ya kuziba mapengo yaliyopo. Ili kufikia ubora unaotarajiwa, utafiti unapendekeza kuwa taasisi za elimu ziharakishe usambazaji wa nyaraka za mtaala, zipanue maudhui ya warsha mbalimbali za walimu ili yajumuishe sarufi na msamiati, na ziingize kikamilifu matumizi ya teknolojia ya kisasa katika mchakato mzima wa upimaji wa stadi ya kuzungumza Kiswahili. ENGLISH This study evaluated strategies for assessing Kiswahili speaking skill among Grade 6 learners in western Kenya, focusing on KICD assessment parameters and guided by Dell Hymes’ Communication Theory. Speaking skill is a key component of the Competency-Based Curriculum (CBC) in Kenya because of its importance in communication and collaboration. The study employed a descriptive survey design in four counties in western Kenya. Data were collected from Kiswahili teachers through questionnaires, interviews and document analysis, and analysed quantitatively and qualitatively. Of the 355 sampled teachers, 341 (96%) responded to the questionnaire. The findings showed that most teachers had attended workshops that enhanced their understanding of essential CBC content. The study further established that teachers had an understanding of KICD assessment parameters, which emphasise six competency-based assessment criteria, including pronunciation and group discussions. However, challenges remained in accessing assessment guidelines and consistently implementing aspects related to grammar, vocabulary and learners’ confidence in speaking. The findings indicate that KICD assessment parameters have contributed to improving learners’ ability to express themselves and their pronunciation, although gaps remain in their implementation. The study recommends wider distribution of curriculum documents, strengthening teacher workshops to include grammar and vocabulary, and greater integration of modern technology in assessing Kiswahili speaking skill. These measures would enhance learners’ speaking proficiency and promote effective, fair and consistent assessment. Keywords: Competency-Based Curriculum, Grade 6, Kiswahili, Language Assessment Criteria, Speaking Skill
Copyright (c) 2026 Joyce Nechesa Burudi, Fred Simiyu Wanjala, Isaac Odeo Ipara https://creativecommons.org/licenses/by-nc-sa/4.0
Malezi ya Mtoto wa Karne ya Ishirini na Moja Katika Novela za Assumpta K. Matei
SWAHILI Makala hii inachunguza namna malezi ya mtoto wa karne ya ishirini na moja yanavyowasilishwa katika novela tatu za Assumpta K. Matei: Mji wa Matarajio (2022), Uteuzi wa Chale (2022) na Tumaini la Mzeituni (2025). Ingawa tafiti zilizotangulia zimejadili malezi, usawiri wa watoto, teknolojia na masuala ibuka katika fasihi ya watoto, bado hazijaeleza kwa kina namna mabadiliko ya kiuchumi, kiafya, kimazingira na kiteknolojia yanavyobadili mahitaji, majukumu ya walezi na mahusiano ya kimalezi katika novela za Matei. Utafiti ulitumia mkabala wa kiubora, muundo wa kimaelezo-kiuchanganuzi, usomaji wa karibu na uchanganuzi wa nyaraka. Data ilichanganuliwa kimaudhui kwa kuzingatia Nadharia ya Uhalisia wa Kijamii. Matokeo yanaonyesha kuwa umaskini katika Mji wa Matarajio unafanya elimu, ulinzi wa mtoto na msaada wa kihisia kuwa changamoto katika malezi; ugonjwa katika Uteuzi wa Chale unapanua wigo wa malezi kujumuisha afya, mwendelezo wa elimu, ustawi wa kihisia na ukuzaji wa kipaji; huku mafuriko katika Tumaini la Mzeituni yakifanya usalama, uhamaji, elimu na ustahimilivu kuwa sehemu muhimu za malezi. Aidha, sauti ya mtoto na ushirikiano wa familia, rika na taasisi huwezesha malezi kukidhi mahitaji yanayotokana na mazingira yanayobadilika. Utafiti unahitimisha kuwa Matei anawasilisha malezi kama mchakato shirikishi na jumuishi. Utafiti huu ni muhimu kwa sababu unaonyesha namna fasihi ya watoto inavyoweza kuchangia malezi yanayozingatia haki, ustawi na mahitaji yanayobadilika ya mtoto wa karne ya ishirini na moja. Utafiti unapendekeza matumizi ya fasihi ya watoto katika kuhamasisha malezi yanayozingatia haki, ustawi na ujumuishaji. ENGLISH This article examines how the upbringing of the twenty-first-century child is represented in three novellas by Assumpta K. Matei: Mji wa Matarajio (2022), Uteuzi wa Chale (2022) and Tumaini la Mzeituni (2025). Although previous studies have examined child upbringing, the representation of children, technology and emerging issues in children’s literature, they have not adequately explained how economic, health, environmental and technological changes transform children’s needs, caregivers’ responsibilities and caregiving relationships in Matei’s novellas. The study employed a qualitative approach, a descriptive-analytical design, close reading and documentary analysis. Data were analysed thematically using Social Realism Theory. The findings show that poverty in Mji wa Matarajio makes education, child protection and emotional support major challenges of upbringing; illness in Uteuzi wa Chale expands upbringing to include health care, educational continuity, emotional well-being and talent development; while floods in Tumaini la Mzeituni make safety, displacement, education and resilience important care-giving responsibilities. In addition, children’s voices and collaboration among families, peers and institutions enable upbringing to respond to changing circumstances. The study concludes that Matei presents child upbringing as a participatory and inclusive process. The study is significant because it demonstrates how children’s literature can contribute to forms of upbringing that recognise the rights, well-being and changing needs of the twenty-first-century child. The study recommends greater use of children’s literature to promote upbringing that recognises children’s rights, well-being and inclusion. Keywords: Child upbringing, Children’s literature, Emotional well-being, Inclusion, Twenty-First-Century Child
Copyright (c) 2026 Eunice Wambui, Joseph Nyehita Maitaria, Erastus Mutahi Miricho https://creativecommons.org/licenses/by-nc-sa/4.0
Mchango wa Fasihi ya Watoto katika Uwasilishaji wa Hisia
Swahili Makala hii ililenga kubainisha jinsi hisia za watoto zinavyowasilishwa katika fasihi ya watoto ya Kiswahili, kwa kuzingatia mchango wa mazingira ya kifamilia na kijamii katika kuathiri hisia hizo. Fasihi ya watoto ni nyenzo muhimu ya kuakisi hali halisi ya maisha ya watoto. Hususan hisia wanazopitia katika mazingira yao ya kifamilia na kijamii. Mtazamo wa awali ulichukulia fasihi ya watoto kama chombo cha burudani na ufundishaji wa lugha. Fasihi ya kisasa inawakilisha kwa upana ulimwengu wa mtoto. Fasihi inaweka wazi changamoto, uzoefu na hisia mbalimbali katika maisha ya watoto. Kuna haja ya kuchunguza hisia zinazotokana na mazingira ya familia. Makala haya yalilenga kutathmini jinsi hisia za watoto zilivyowasilishwa katika fasihi ya watoto ya Kiswahili. Uchambuzi uliongozwa na Nadharia ya Uhalisia, ambayo ilisisitiza uwasilishaji wa maisha jinsi yalivyokuwa bila kupiga chuku. Kupitia nadharia hiyo, ilibainika kuwa waandishi waliwasawiri watoto wakipitia hisia kama vile furaha, huzuni, hofu, hasira, upweke, upendo na wasiwasi. Hisia hizo zilichochewa na mazingira ya kifamilia, uhusiano na wazazi, hali ya kiuchumi, migogoro ya ndoa, mazingira ya shule na mwingiliano wao na jamii. Utafiti huu ulitumia mbinu ya kimaelezo na uchanganuzi wa matini. Data ilikusanywa kutoka kwa novela zifuatazo: Ahaa! Roda, Mshale wa Matumaini na Siri ya Baba Yangu. Novela hizi ziliteuliwa kimakusudi. Uchambuzi ulionyesha kuwa familia ni mazingira muhimu katika kujenga na kuathiri ustawi wa kihisia wa watoto. Makala haya yalihitimisha kuwa fasihi ya watoto ya kisasa imechangia kuhalalisha hisia za watoto. Fasihi inaelimisha watoto kuhusu hali zao za kisaikolojia. Kwa msingi huo, makala haya yalipendekeza kuwa hisia za watoto zitambuliwe na zipewe uzito katika familia, shule na jamii ili kuimarisha ustawi wao wa kihisia, kijamii na kisaikolojia. English This article aimed to evaluate the representation of children’s emotions in Swahili children’s literature. Children’s literature is an important tool that depicts the realistic lives of children. It particularly shows the emotions that children experience within family and social set-ups. Previous research shows that children’s literature was a tool for entertainment and language teaching. Modern literary work, however, represents the broader world of a child. It shows children's challenges, experiences and diverse emotions in their lives. It is therefore important to examine the emotions that arise amongst children based on family interactions. The analysis was guided by Realism theory, which emphasises the representation of life as it is without exaggeration. Based on this theoretical perspective, the article established that writers portrayed children experiencing emotions such as happiness, love, sadness, anxiety, fear, loneliness, and anger. These emotions were intensified by family circumstances, relationships with their parents, economic situations, marital conflicts, and interactions within the school and society. This research used a descriptive research design in which the texts were analysed. The data were collected from the following children's novellas: Ahaa! Roda, Mshale wa Matumaini and Siri ya Baba Yangu. Purposive sampling was used to select the novellas, as each one of them used children as the main actors and depicted family themes. The outcomes revealed that families shaped children's emotional well-being. The article established that contemporary Swahili children’s literature validates children’s emotions and is therefore useful in educating them about emotional and psychological experiences. The article recommends that children's emotions within family set-up should be given attention. This will enhance their emotional, social and psychological well- being. Key words: Child, children’s literature, emotions, family.
Copyright (c) 2026 Leah Njuguna, Joseph Maitaria, Peter Kinyanjui https://creativecommons.org/licenses/by-nc-sa/4.0