Continuités et/ou discontinuités des politiques linguistiques et éducatives en rapport avec l’enseignement du français langue étrangère au Kenya (De 1963 à 2017)

Abstract

La présente étude porte sur les continuités et/ou discontinuités des politiques linguistiques et éducatives en rapport avec l’enseignement  du français langue étrangère au Kenya, de 1963 à 2017 et s’inscrit dans le domaine de la sociolinguistique. En tant  qu’apprenant et enseignant du français à l’école secondaire pendant plusieurs années, nous avons observé des changements en ce qui  concerne la place de cette langue à l’école, d’où l’intérêt aux politiques linguistiques et éducatives kenyanes. L’étude a eu pour objectifs de/d’: identifier les langues d’enseignement dont parlent les différents textes à caractère éducatif à travers le temps, tout en identifiant  les langues continuellement reprises dans ces textes; préciser les fonctions que joue chaque langue d’enseignement à l’école kenyane et  repérer les termes et/ou expressions utilisés dans Continuités et/ou discontinuités des politiques linguistiques et éducatives en rapport  avec l’enseignement du français langue étrangère au Kenya (De 1963 à 2017) 

English Title: Continuities /discontinuities of language and educational policies related to the teaching of French as a foreign language  in Kenya (From 1963 to 2017)

This study focuses on the continuity and/or discontinuity of language and educational policies related to the teaching of French as a  foreign language in Kenya from 1963 to 2017. As a learner and teacher of French in secondary school for several years, we have observed  changes in relation to the place of this language at the secondary school level, hence the interest in the Kenyan language and education  policies. The objectives of the study were as follows: 1. To identify the languages of instruction as evidenced in the various educational  reports and at the same time identify the languages continually discussed in these reports. 2. To specify the functions of each of these  languages taught in Kenyan schools. 3. To identify the terms and/or expressions used in the education reports, which refer to the  prestige of French. This study was based on the human capital and economics of education theory developed by Grin (1999), which explores the relationship between language and remuneration. Data collection for the study was carried out by means of questionnaires  administered to teachers of French and heads of secondary schools where French is offered as a subject in the counties of Vihiga,  Kakamega, Kisumu, Mombasa and Nairobi, and from education reports on language policy, for the period 1963 to 2017. Content analysis  was done qualitatively and quantitatively. The study identified the languages of instruction from the educational reports for the stated  period and established that there is continuity and discontinuity of the Kenyan language and education policies in relation to these  languages. The study also established the specific function (s) of each of these languages as well the terms and/or expressions used in  the education reports that refer to the prestige of French. The results of this study would bring, on the part of the decision-makers of the  country's language and educational policies, education specialists as well as teachers of French, elements of reflection and of the  revalorization of French in the Kenyan education system.