Language Registers and their Influence in the Instruction of English Language in Secondary School in Kenya

Abstract

This paper examined how language registers influence the instruction of English language in secondary schools in Kenya. It specifically looks at how the various language registers used by both the teachers and learners in English second language (ESL) classes influence the manner in which classroom instruction and language learning take place. Thirteen form three classes randomly selected were observed, thirteen teachers of English language purposefully selected were interviewed and finally 195 students randomly selected from the observed classes filled the student questionnaire. Data obtained were both qualitative and quantitative. It was established that the teachers and learners of English language in secondary schools in Kenya use official and non- official forms of English during classroom interaction. The use of these non-official forms of English facilitates language learning and acquisition among the learners. It also minimizes communication breakdowns during oral communication.