Volume 8 Issue 3 (2019)

Chinese Language Teaching and Learning in Kenya in the Prospects of China’s Reform and Opening-up

pp. 170-184  |  Published Online: September 2019  |  DOI: 10.22521/edupij.2019.83.2

Methody Florian Owaki, Mercy Mweni Kathina, Christopher Khayeka-Wandabwa, Francis Maina Gichuru, and Eunice Amimo

Abstract

Teaching and learning of Chinese as a foreign language and its culture is complex for Kenyan learners. It requires them to consider contrasting intellectual, policy and economic dimensions that instead of aiding its propagation among Kenyan learners, could even facilitate a hindrance to its progression. Potential measures that could be embraced are examined in this study based on the current context in lieu of proper guidelines or policy for foreign language learning, and in the midst of China’s reform and opening-up. The study adopts Stern’s second language learning theoretical approach, documentary and discourse analysis as complementary to a preliminary exploratory survey. Chinese and Kenyan partnering institutions in higher education and its intersections through Chinese language development and cultural exchange are well-attuned towards attaining a competitive cadre of bilingually educated Kenyans who are appreciative of the cultural diversity between the two nations. This affords Chinese and Kenyan nationals the opportunity to engage with each other in efficient bidirectional exchanges for common intellectual and economic prosperity founded on various exchange agreements. In the quest for greater Chinese language and culture propagation, increased bidirectional participation of stakeholders in curriculum-related policymaking and implementation processes are sought. The mobilization of strategic resources through exchanges between China and Kenya hold the promise to a more certain cooperative future for all. Avenues on resource mobilization with a focus on efficient human resource management, together with an opportunities linkage framework, would benefit both countries, and thereby reinforce a common intellectual and economic prosperity.

Keywords: Kenya, Chinese language, education, policy, curriculum

References

Akhtaruzzaman, M., Berg, N., & Lien, D. (2017). Confucius Institutes and FDI flows from China to Africa. China Economic Review, 44, 241-252.

Beech, H. (2001, August 20). The Ends of the Admiral's Universe: Zheng He's Fleet Went to Africa Seeking Exotic Treasures. The Chinese Still Do. Time, 158(7).

Bunyi, G. W. (2013). The quest for quality education: the case of curriculum innovations in Kenya. European Journal of Training and Development, 37(7), 678-691.

Castello, D. (2015). First language acquisition and classroom language learning: Similarities and differences. Master's course module assignment. Birmingham, United Kingdom: ELAL College of Arts & Law. Retrieved from https://www.birmingham.ac.uk/Documents/college-artslaw/cels/essays/secondlanguage/First-Language-Acquisition-and-Classroom-Language-Learning-Similarities-and-Differences.pdf

Chen, S. (2008). Issues in the teaching of culture in Chinese language education. In P.
Duff
&
P.
Lester
(Eds.), Issues in Chinese language education and teacher development (pp. 79-88). Canada: University of British Columbia.

Chun, Z. (2013). The Sino-Africa relationship: Toward a new strategic partnership. In U. Durand-Ochoa & N. Kitchen (Eds.), Emerging Powers in Africa (pp. 10-18). London, United Kingdom: London School of Economics.

Chún, Z., & Thunø, M. (2014). Editor's Notes. In Z. Chún & M. Thunø (Eds.), Chinese as Foreign Language (CFL) Teachers and Teaching: Theory and Practice. Proceedings of the 2nd International Symposium on CFL Teachers and Teaching (pp. i-iv). Aarhus, Denmark: Aarhus University.

Constitution of Kenya. (2010).

Crookes, G. (1997). What influences what and how second and foreign language teachers teach? The Modern Language Journal, 81(1), 67-79.

Durocher, D. O., Jr. (2007). Teaching sensitivity to cultural difference in the first‐year foreign language classroom. Foreign Language Annals, 40(1), 143-160.

Ellis, R. (1989). Understanding second language acquisition (Vol. 31). Oxford, United Kingdom: Oxford University.

Ellis, R., & Ellis, R. R. (1994). The study of second language acquisition. Oxford, United Kingdom: Oxford University.

Fourie, E. (2013). New Maps for Africa? Contextualising the ‘Chinese Model’ within Ethiopian and Kenyan Paradigms of Development. Trento, Italy: University of Trento.

Gadzala, A. (2009). Survival of the fittest? Kenya's jua kali and Chinese businesses. Journal of Eastern African Studies, 3(2), 202-220.

Hanauer, L., & Morris, L. J. (2014a). China in Africa: Implications of a deepening relationship. Santa Monica, CA: RAND Corporation.

Hanauer, L., & Morris, L. J. (2014b). Chinese engagement in Africa: Drivers, reactions, and implications for US policy. Santa Monica, CA: Rand Corporation.

Hartig, F. (2012). Confucius Institutes and the rise of China. Journal of Chinese Political Science, 17(1), 53-76.

Haugen, H. Ø. (2013). China's recruitment of African university students: policy efficacy and unintended outcomes. Globalisation, Societies and Education, 11(3), 315-334.

Heine, B., & Nurse, D. (Eds.). (2000). African languages: An introduction. Cambridge, United Kingdom: Cambridge University Press.

Hong, Y.-Y., Morris, M. W., Chiu, C.-Y., & Benet-Martinez, V. (2000). Multicultural minds: A dynamic constructivist approach to culture and cognition. American Psychologist, 55(7), 709-720.

Hu, B. (2010). The challenges of Chinese: A preliminary study of UK learners' perceptions of difficulty. Language Learning Journal, 38(1), 99-118.

Jing-Schmidt, Z., & Peng, X. (2018). Linguistic theories and teaching Chinese as a second language. In C. Ke (Ed.), The Routledge Handbook of Chinese Second Language Acquisition (pp. 63-81). London, United Kingdom: Routledge.

Kamoche, K., & Siebers, L. Q. (2015). Chinese management practices in Kenya: toward a post-colonial critique. The International Journal of Human Resource Management, 26(21), 2718-2743.

Kaplinsky, R., McCormick, D., & Morris, M. (2007). The impact of China on sub-Saharan Africa. Working Paper 291. Brighton, Sussex: University of Sussex, Institute of Development Studies.

Kathina, M. M., Khayeka-Wandabwa, C., Muchiri, G. W., Wamalwa, S., Gichuru, F. M., Marinda, P., & Tambo, E. (2018). Leveraging Bi-directional Language Exchange Programs in Forum on China–Africa Cooperation for Enhanced Economic Cooperation, Research and Development: Perspective. Beijing, China: Peking University (PKU) Africa Think Tank.

Ke, J. (2006). A cross-linguistic quantitative study of homophony. Journal of Quantitative Linguistics, 13(01), 129-159.

King, K. (2010). China's cooperation in education and training with Kenya: A different model? International Journal of Educational Development, 30(5), 488-496.

Klein, W. (1986). Second language acquisition. Cambridge, United Kingdom: Cambridge University Press.

Li, D., & Cheng, M. (2009). A practical Chinese grammar for foreigners = Waiguoren shiyong hanyu yufa. Beijing, China: Sinolingua.

Liddicoat, A. J., & Curnow, T. J. (2014). Students' home languages and the struggle for space in the curriculum. International Journal of Multilingualism, 11(3), 273-288.

Lo, J. T.-Y., & Pan, S. (2016). Confucius Institutes and China’s soft power: practices and paradoxes. Compare: A Journal of Comparative and International Education, 46(4), 512-532.

Manji, F., & Marks, S. (Eds.). (2007). African perspectives on China in Africa. Cape Town, South Africa: Fahamu.

Mbaabu, I. (1996). Language Policy in East Africa: A dependency theory perspective. Nairobi, Kenya: Educational Research and Publications.

Mitchell, R., & Myles, F. (2013). Second language learning theories (3rd ed.). London: Routledge.

Nabea, W. (2009). Language Policy in Kenya: Negotiation with Hegemony. Journal of Pan African Studies, 3(1), 121-138.

Ogechi, N. O. (2003). On language rights in Kenya. Nordic Journal of African Studies, 12(3), 277-295.

Oguonu, C. N., & Ezeibe, C. C. (2014). African Union and conflict resolution in Africa. Mediterranean Journal of Social Sciences, 5(27), 325-332.

Okonda, R. A. (2016). Of Language Education Policy And Child Foreign Language Interest In Kenya. Journal of Language, Technology & Entrepreneurship in Africa, 7(2), 83-101.

Ominde, S. H. (1964). Kenya Education Commission Report. Nairobi, Kenya: The Commission.

Onjala, J. (2008). A scoping study on China-Africa economic relations: The case of Kenya. Institute for Development Studies. Nairobi, Kenya: University of Nairobi.

Saffran, J. R., Senghas, A., & Trueswell, J. C. (2001). The acquisition of language by children. Proceedings of the National Academy of Sciences, 98(23), 12874-12875.

Trudell, B., & Piper, B. (2014). Whatever the law says: Language policy implementation and early-grade literacy achievement in Kenya. Current Issues in Language Planning, 15(1), 4-21.

Wang jian, q. (2009). Di er yu yan xi de yan jiu. Bei jing: Shang wu yin shu guan.

Wang, W., & Curdt-Christiansen, X. L. (2016). Teaching Chinese to international students in China: Political rhetoric and ground realities. The Asia-Pacific Education Researcher, 25(5-6), 723-734.

Wheeler, A. (2014). Cultural diplomacy, language planning, and the case of the University of Nairobi Confucius Institute. Journal of Asian and African studies, 49(1), 49-63.

Xing, J. Z. (2006). Teaching and learning Chinese as a foreign language: A pedagogical grammar (Vol. 1). Hong Kong University.

Ye, L. (2011). Teaching and learning Chinese as a foreign language in the United States: To delay or not to delay the character introduction. Doctoral Dissertation. Georgia State University.

Zafar, A. (2007). The growing relationship between China and Sub-Saharan Africa: Macroeconomic, trade, investment, and aid links. The World Bank Research Observer, 22(1), 103-130.

Zhao, Q. (2018). The influence of Confucianism on Chinese politics and foreign policy. Asian Education and Development Studies, 7(4), 321-328.

Announcement

EDUPIJ News!

► Journal Metrics

  • 9% acceptance rate
  • 1.8 (2022) CiteScore (Scopus)
  • Q3 (2022) CiteScore Best Quartile
  • 0.294 (2022) Scimago Journal & Country Rank (SJR)
  • 0.612 (2022) Source-Normalized Impact per Paper (SNIP) 

EDUPIJ Statistics from Scopus

CiteScore: 1.8, view Scopus page

SCImago Journal & Country Rank

► Educational Process: International Journal is member of the Committee on Publication Ethics (COPE). 

► New issue coming soon! (Volume 13 Issue 2, 2024)