Attitude of Teachers towards the Use of Non-Verbal Teaching Cues in the Teaching of Kiswahili: A Case of Tambach Kiswahili Teacher-Trainees

Abstract

Earlier approaches to foreign language teaching and learning were basically oriented to the development of grammatical accuracy rather than communicative skills. College Kiswahili teachers used to focus on Kiswahili grammar and vocabulary, ignoring the practical application of non-verbal communication such that the students feel the teachers’ lectures are boring. The purpose of the study was to assess the attitude of teachers towards the use of non-verbal teaching cues in the teaching of Kiswahili. The study adopted a descriptive survey research design and was guided by the Co-ordinated Management of Meaning (CMM) theory. The study targeted Kiswahili tutors, teacher-trainees of Kiswahili language and primary pupils of selected primary schools in Uasin Gishu and Elgeyo Marakwet counties in Kenya. Purposive sampling technique was used to identify the Kiswahili tutors in Tambach Teachers Training College for a Focus Group Discussion in the study. Stratified random sampling technique was used to select 234 teachertrainees who were on teaching practice exercise during the session. Stratified random sampling technique was also used to select 210 pupils from 10 selected public primary schools. Data was collected using questionnaire, observation schedule and Focus Group Discussion (FGD). The data was analyzed using descriptive statistics-frequencies and percentages. Data was presented in graphical form as tables, graphs and charts. The study established that majority of the teachers who were involved in the study prefer and promote non-verbal communication in their Kiswahili language classes. The teachers naturally use nonverbal gestures such as hand motions, facial expressions and use of space when teaching reading and they believe eye contact is valuable in building relationship with students. Further, it can also be concluded that non-verbal communication cues elicit and foster effective pupil participation levels in the Kiswahili language class