Linguistic Proficiency and its Impact on Biology Instruction in Kenyan Secondary Schools
Keywords:
Linguistic Proficiency, Biology Instruction, Secondary Education, Kenya, Science Education, Language of Instruction, Academic Achievement, Multilingual Classrooms, English Language Competence, Educational OutcomesAbstract
This study investigates the influence of students' linguistic proficiency on the effectiveness of biology instruction in Kenyan secondary schools. Given that English is the primary language of instruction in Kenya, students' command of the language plays a crucial role in their comprehension and engagement with scientific content. Using a mixed-methods approach, data were collected through standardized language and biology assessments, classroom observations, and teacher interviews across selected public schools. The findings reveal a strong correlation between linguistic competence and academic performance in biology, particularly in conceptual understanding, interpretation of scientific terminology, and engagement in classroom discourse. Teachers also reported difficulties in delivering content effectively when students exhibited limited language skills. The study concludes that language proficiency is a foundational factor in science learning and recommends targeted language support programs to improve science outcomes in multilingual contexts.
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