Journal of Languages and Linguistics (JLL)
https://journals.editononline.com/index.php/jll
<p><a href="https://journals.editononline.com/index.php/jll"><strong>Journal of Languages and Linguistics</strong> (<strong>ISSN:2958-1028</strong>)</a> is a Monthly, double-blind peer reviewed, open access, online Journal published by “<a href="https://editononline.com/"><strong>Editon Consortium Publishing</strong></a>”, East Africa, Kenya. The Journal publishes original scholarly research(empirical and theoretical), in form of case studies, reviews and analyses in languages and linguistic studies.</p>Editon Consortium Publishing en-USJournal of Languages and Linguistics (JLL)2958-1028Learning-induced errors in the written English texts of hearing-impaired learners in primary school
https://journals.editononline.com/index.php/jll/article/view/469
<p>This paper sought to identify and describe the learning-induced errors in the written English of hearing-impaired learners in primary schools. The paper also establishes if there are significant differences between the learning-induced errors made by the hearing impaired pupils (HI) and those made by the hearing pupils (HP) in their written English texts. The study was based on data collected from the written texts of 30 hearing-impaired (HI) pupils and 30 hearing pupils in standard six, seven and eight. The hearing pupils in this study formed the comparison group. Thirty HI pupils and 30 hearing pupils were sampled from Ngala Special School and St Paul's Primary School, respectively. In both schools, stratified random sampling was used. The study then employed simple random sampling to select ten pupils per class in each school with equal gender representation. The researcher used a free composition, a picture story and a cloze passage for data elicitation. Corder’s Error Analysis theory and Selinker’s Interlanguage theory were used to guide the study. From the data analysed in this study, it is evident that both HI and HP make learning-induced errors. These errors, however, differ in quality and quantity. The HI made more Learning-induced errors than their hearing counterparts did. This implied that the HI group had not yet acquired grammatical and lexical competence. The findings of this study will not only add more knowledge to studies done in applied linguistics but will also be of pedagogical value to educationists, teachers and the Ministry of Education in general.</p>Antony Somba Mang’okaAnne Wachera Somba
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https://creativecommons.org/licenses/by-nc-sa/4.0
2024-01-312024-01-313111310.51317/jll.v3i1.469Literacy practices among Kapsabet residents
https://journals.editononline.com/index.php/jll/article/view/488
<table> <tbody> <tr> <td> <p>This study sought to examine literacy practices among Kapsabet residents. This is because different literacy practices among communities in multilingual contexts remain under investigation. This is the case obtained in Kapsabet Township, Nandi County, Kenya. The residents in this township are largely multilingual, with a majority being speakers of English, Kiswahili and Kalenjin. The aim of the proposed study was to examine literacy practices in the everyday life of these residents. The study adopted a largely qualitative research design underpinned by Street’s theory of literacy as a social practice. A social perspective on literacy focuses on the ways in which people employ literacy in their daily lives. The study used a purposive stratified sample of 20 respondents obtained in specific areas of the township. Data was collected using the following research instruments: face-to-face interviews, observations, literacy diaries, documentation and inbuilt audio recorders. The results indicate significant ways in which Kalenjin residents of Kapsabet use literacy in their everyday lives. The study is expected to benefit scholars in applied linguistics, policymakers, and the general public by allowing them to use the study's results in their operations.</p> </td> </tr> </tbody> </table>Joseph Patrick KiturEliud K KirigiaWendo K Nabea
Copyright (c) 2024
https://creativecommons.org/licenses/by-nc-sa/4.0
2024-02-272024-02-2731142110.51317/jll.v3i1.488