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All Journal International Journal of Language Teaching and Education Journal of Pragmatics Research
Mudogo, Benard
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Student Experiences with Online Platforms: Critical Perspectives from Teaching and Learning of French as a Foreign Language (FFL) in Kenyan Universities Auma, Rose; Mudogo, Benard; Kasili, Joyce; Miruka, Frida; Anyonje, Lydia
International Journal of Language Teaching and Education Vol. 7 No. 2 (2023): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v7i2.25912

Abstract

Limited empirical evidence is available in the context of teaching and learning French as a Foreign Language (FFL) as to whether the online platforms meet the needs of the learners. We seek to establish the needs and experiences of university students during the online teaching and learning of French as a foreign language (FFL) in sub-Saharan Africa, with specific focus on the Kenyan context. The results are based on three constructs; instructional materials, student support services and lecturers’ preparedness. A survey questionnaire was administered to 81 students in their third and final years of study in three universities in Western Kenya. The results demonstrate that students do not feel that the available online pedagogical practices meet their language competencies in learning FFL. Language policymakers must consider such results alongside local implementation resistance in implementing FFL online learning programs.
Pragmatic Functions of Discourse Particles in Lutsotso conversations Ongolo, Joel; Mudogo, Benard; Barasa, David
Journal of Pragmatics Research Vol. 6 No. 2 (2024): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v6i2.186-205

Abstract

The study of the functions of discourse particles in the African languages has received much attention from various scholars, although not from a pragmatic perspective. A good understanding of the pragmatic functions of discourse particles in African languages can benefit language users. However, limited knowledge in this field has affected communication of ideas more clearly and concisely. This paper explores the pragmatic functions of these discourse particles in Lutsotso conversations within the Relevance Theory (RT) structure by Sperber and Wilson (1995). A combined method of native speakers’ intuition and data extraction from Lutsotso conversations were used to collect data. After that, a descriptive research design was used to analyze the collected data. The findings revealed that in Lutsotso conversations, discourse particles play the following pragmatic functions depending on the context: cutting in politely, initiating a new topic, highlighting of a hypothesis that immediately follows, capturing the attention of the listeners, holding the flow and keeping one’s turn, and disagreeing politely.
Metaphorical Euphemisms in Dholuo Marriage Conflict Resolution Program ‘Dak Man Gi Ndhadhu’ on Radio Nam Lolwe Owino, Felix; Mudogo, Benard; Miriti, Gervasio
Journal of Pragmatics Research Vol. 8 No. 1 (2026): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v8i1.1-21

Abstract

This paper investigates the Marriage Conflict Resolution (MCR) discourse among Dholuo speakers, which is full of taboo words, particularly those with sexual connotations and other obscenities. The purpose is to examine the use of metaphorical euphemisms by interlocutors to enhance the comprehension of ideas and to politely avoid taboos for culturally acceptable communicative purposes. The study employs a cognitive linguistics approach to analyze these metaphorical euphemisms. Using a descriptive research design, data are collected through Key Informant Interviews and a digital corpus from the Dholuo marriage conflict resolution program Dak Man Gi Ndhadhu on Radio Nam Lolwe, a vernacular station for Dholuo speakers broadcasting in Kisumu County, Kenya. The Metaphor Identification Procedure Vrije Universiteit (MIPVU) is employed to interrogate whether the expressions and lexical items identified are metaphorical. The items are then transcribed and translated into English.The study findings show that MCR metaphorical euphemisms are conceptualized through the interlocutors’ experiences, such as actions, organisms, food, body parts, journeys, objects, human beings, and nature. The findings indicate that Dholuo speakers effectively apply their understanding of these concepts to enhance their comprehension of marital issues. The study focuses solely on the cognitive-linguistic processes underlying metaphorical euphemism and not on gender-based perspectives. The study concludes that Dholuo speakers conceptualize MCR issues through metaphorical euphemisms to avoid taboo language.
Salvaging The Marginalized: Supporting Service Teachers’ Skills in Extensive Reading Pedagogies for Nomadic Pastoralist Children in Kenya Mudogo, Benard; Gervasio, Miriti; Ouko, Susan
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education - In Progress...
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.47216

Abstract

The societal impacts of enhancing teacher capacity in the underserved Arid and Semi-Arid Lands (ASAL) are significant in improving education policy and practice; yet, few studies have investigated the continuous professional support that teachers need to provide quality and inclusive education in such contexts. This research reports on the implementation of a teacher capacity-building action research project aimed at supporting primary school children's Extensive Reading (ER) activities in the context of underserved and least developed areas of the ASAL in Lodwar, Turkana County, Kenya. The trainees in the ER programme were 30 teachers from ten primary schools. Study results indicate that teachers were able to help learners develop self-directed ER, which was a positive step towards initiating a reading culture in English as a Second Language (ESL). Moreover, the reading comprehension results showed that ER had somewhat gradual significance in increasing ESL learning outcomes. However, students’ motivation to read requires the sustained development of new reading strategies, accompanied by a continuous monitoring plan, to achieve considerable improvement.
Co-Authors Anyonje, Lydia Auma, Rose Barasa, David Gervasio, Miriti Kasili, Joyce Miriti, Gervasio Miruka, Frida Ongolo, Joel Ouko, Susan Owino, Felix