Implication of Language Use in Higher Education Curricula Development and Implementation: A Case of Moi University, Kenya

Abstract

Knowledge creation, dissemination, and consumption require the use of an appropriate language. Kenyan Higher education relies more on non-native languages, which brings about communication disconnect at all levels, including, the utilisation stage/ in practice, a stage that determines how much of the acquired knowledge is consumed for societal development. The study investigates communication challenges that professionals in Science, Technology, Engineering and Mathematics (henceforth, STEM) and Law encounter in their careers, and argues for the inclusion of the Kiswahili component in the Kenyan Higher education curricula, for effective knowledge and skills application. Consequently, we identify and critically discuss the place of language in the development and implementation of curricula in Moi University (henceforth, MU); examine the dis/harmony in knowledge and skills application and utilisation, and finally, conceptualise a holistic Higher education future that embraces the peoples’ shared linguistic code- for productivity. Using the Communication Accommodation Theory, data from 15 university students, 10 lecturers, and 15 practitioners in the above fields, 6 Kiswahili, French, and German (2 for each) lecturers, and 20 consumers of related knowledge and skills are analysed. Findings inform the Kenyan education policymakers and implementers on the need to re-evaluate the place of language in Higher education curricula for STEM (and by extension, the Arts, Social sciences, and Humanities, (henceforth, AHSS)) for effective knowledge and skills utilisation and eventual societal well-being.