The Discourse of Classroom Interaction in Kenyan Primary Schools

Caroline Pontefract, Frank Christopher Hardman

Research output: Contribution to journalArticlepeer-review


This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n = 359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher- led recitation in which rote and repetition dominated the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom discourse in Kenyan primary schools are considered together with the need for further research into how the wider social order is influencing discourse practices in Kenyan primary schools. ABSTRACT AUTHORS: Author.
Original languageEnglish
Pages (from-to)87-106
Number of pages20
JournalComparative Education
Issue number1
Publication statusPublished - Feb 2005

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: Comparative Education, Feb 2005, vol. 41, no. 1, p. 87-106, pp. 20, 40 refs., ISSN: 0305-0068.

DataStar update date: 20090101

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