Cross-Cultural Communications – The Challenges of Translation and Interpretation of the Local Language Policy in Education in Kenya
Language is a key pillar that drives a nation to achieve success in varied fronts. It is fundamental to communication and through it different real life situations are examined and interpreted. The use of local languages especially in pedagogy is instrumental to holistic development of individuals in multilingual settings where different cultures commune as a result of diverse linguistic habitats. Of concern are local languages which are the principal tools used in creation, dissemination and interpretation of knowledge as well as cultural beliefs and practices that govern the way of life of a particular community. Local languages are pre-eminent contributors to social, political and economic development of any country. Without them, individuals are confronted with sub-standard ways of living coupled with stagnation in different spheres of life. Because of the impact of local languages, their use is entrenched in the Kenyan constitution of 2010 as stipulated in chapter 2, section 7(3) which notes the commitment of the state to: promote and protect the diversity of languages of the people of Kenya and to promote the development and use of indigenous languages, Kenya Sign language, Braille and other communication formats and technologies accessible to persons with disabilities. It is deemed a basic human right in the constitution therefore when individuals are denied the opportunities of using them their human rights are violated. Despite the benefits that accrue from the use of local languages, they have not been given the attention they deserve in the Kenyan context in particular and the African continent generally. This continent has relegated them to the periphery especially in the realm of education a fact that has contributed significantly to the alienation of the continent. Most education systems in this continent give precedence to international languages despite the fact that the number of those fluent in these languages is minimal. The use of such languages in the education system poses far reaching consequences because there is a disconnect between what is formally taught and its applicability in its social domain. It is on this premise that this paper sought to investigate the challenges that local translators encounter when translating the English language policy document to nativespeakers of Kenya Languages especially dholuo and to establish how such challenges can be overcome. The researchers argued from the premise that enhancement of local languages promote career development and open up avenues which can be used to achieve social integration, a concept that has been elusive in the Kenyan context. Interviews were carried out with the Quality Assurance and Standards Officers. Secondary data in the form of books, reports and journals were also utilized.
Keywords - Language, Multilingualism, Pedagogy, Constitution, translation, interpretation