TEACHING KISWAHILI PRONUNCIATION IN SECONDARY SCHOOLS IN KENYA: THE NECESSITY TO USE THE RIGHT INFORMATION AND DESCRIPTIVE TOOLS

Abstract

This paper focuses on inaccuracies in the way the teaching of Kiswahili
pronunciation is provided for in textbooks recommended for secondary
schools in Kenya. The major inaccuracies consist in the following: some
of the charts are not labelled properly, a proper distinction is not made
between voiced and voiceless consonants in some of the charts, the
prenasalised consonants are not given adequate treatment, and some
speech organs are not drawn or labelled correctly. The paper offers the
correct information and descriptive tools to use so as to improve the
teaching of Kiswahili pronunciation in Kenya.