INFLUENCE OF SHENG LANGUAGE ON PROFICIENCY OF MASTERING ENGLISH LANGUAGE IN PRIMARY SCHOOLS

Abstract

Purpose: to evaluate the influence of sheng language on proficiency of mastering English language in primary schools.

Methodology: This study further used a behavioral approach while researching and writing this article. A qualitative textual evaluation method was used in this research. Textual analysis consists of review and interpretation of scripts and articles and their inferential context in relations to the sheng language and proficiency of mastering English language.

Findings: Sheng influences word formation processes and patterns used in speaking and writing. Pupils used a lot of cutting-off of the final syllables of words and fixed coined syllables to complete the words by so doing, they altered the meaning of words. Pupils used words from other languages not acceptably borrowed by English language in speaking and writing affecting the choice and use of vocabulary in composition writing. Further, pupils also used vocabulary from sheng to explain a concept in English making grammatical errors. Teachers faced some challenges in curbing the use of Sheng in speaking and writing. These challenges were; lack of proper language policy in most schools, lack of proper guide books provided by KICD on teaching speaking and writing, lack of technical knowhow by teachers on tackling languages, large classes, inadequate time and the acceptance of sheng as a language to be used in the society.

Unique contribution to theory, policy, and practice: Schools should provide a language policy which should be strictly adhered to in order to minimize the negative influence of Sheng speaking and writing. Teachers should give pupils a lot of exercises to help in mastering of spellings and pronunciation in English. Some of the spelling strategies are filling in gaps, checking up words in the dictionary extensive reading and locating correct spelled words in a text.