Prospects and Possibilities of Kiswahili Language Usage as a Pedagogical Tool in Journalism Training in Kenya

Abstract

This study explored the prospects and possibilities of Kiswahili language usage as a pedagogical tool in journalism training at the university level. The study specifically examined the perceptions of journalism students, professional journalists and journalism trainers regarding the usage of Kiswahili in journalism training. The study was anchored on the Functional Context Theory (FCT) and Constructivism Learning Theory (CLT). It adopted a concurrent triangulation mixed method design to yield quantitative and qualitative data. The target population for this study comprised professional journalists, journalism students and trainers in Kenya. A sample size of 274 respondents was selected using a non-probability purposive sampling technique for professional journalists and journalism trainers and simple random sampling methods for journalism students. Data was collected through a mixed method approach whereby a survey was administered to journalism students while journalism trainers and professional journalists were interviewed using a semi-structured interview guide. The data was analysed using quantitative and qualitative techniques and presented in tables and figures alongside narratives and descriptions. The study findings revealed high prospects and possibilities for the usage of Kiswahili as a pedagogical tool in journalism training institutions of higher learning. This study's findings will benefit journalism educators because it has suggested diverse approaches and tools to be used in journalism training at the university level. The study will also benefit media organizations that depend on professional journalists whose business is producing, packaging and disseminating information in the Kiswahili language. It will also be important to Kiswahili language scholars and policymakers who advocate for developing and using indigenous languages for institutional functions.