Received July 5, 2020; Revised January 30, 2021; Accepted February 1, 2021

Abstract: The main purpose of this study was to establish from teachers of English language and students, the ways in which content expertise for English Language teachers defines learning outcomes. This was geared towards enabling readers understand the ways in which teachers of English Language handle tasks that create positive impact. The study was conducted on a sample of 208 respondents obtained from a population of using stratified and simple random sampling techniques. The study used mixed methods research design. The findings revealed that teachers’ creation of opportunities for students to demonstrate possession of skills is related to development of reading skills and if students are allowed to demonstrate the skills they possess, they are able to exhibit speaking skills in various ways. Furthermore, reading together is essential in the learning of new materials. The results indicate that it is easier for students who read tests in groups to discover more about poetry and novels, thus, obtaining new information, which translates into exposure to reflect what would be required in the English Language curriculum. The use of body language also influences learners’ outcomes especially in terms of; learning new materials that are pick up poetry books, pupils difficulty recalling material from previous day’s lessons and quality of pupils’ reading skills. The study recommends the use of extra materials especially where the student enrollment rate is very high. This is intended to make sure that performance for each student is monitored at individual level without compromising efforts of slow learners. It also recommends that while preparing lessons for teaching, learners’ expectations should be incorporated.

Received February 25, 2021; Revised April 9, 2021 Accepted April 10, 2021

The study interrogated barriers among women survivor to legal redress on gender-based violence. It was a qualitative research design utilising in-depth Interviews, Case Narratives and Key Informant Interviews as the main methods of data collection. There were 20 women survivors of gender-based violence aged 18 years and above. Data was analysed using content analysis and presented in the form of narratives with verbatim quotes to magnify the informants’ voices. Intimate partners meted physical violence, sexual violence, marital violence, economic violence and psychological/emotional violence to women. Survivors of gender-based violence sought help from village elders, clan elders, sub-chiefs, chiefs, police officers and the courts. Barriers included ignorance of legal process and lack of referral systems of cases and the police referred women to clan elders – when clan elders, who were unable to resolve the cases refer them back again to the police. Women did not access legal services because of economic dependency, poverty and illiteracy, corruption, poor referral systems for gender-based violence, culture and its socialization, law enforcement on institutional barriers, lack of awareness on laws and legal procedures/process, fear of consequences from family members and legal barriers. GBV leads to long lasting consequences such as death, physical disabilities, emotional and psychological disorders as well as medical problems like heart problems that include high blood pressure. There is also need to sensitize the community on gender-based violence laws and policies in order to totally eradicate the legal barriers that women face in court processes as they seek legal services.

Received December 31, 2020; Revised March 7, 2021; Accepted March 17, 2021

Abstract: Choosing the best language is the key to achieve any development goals. This article aims to explore languages used in subordinate courts and recommend intervening measures that will facilitate access to justice through appropriate language use in those courts in Machakos County, Kenya. The language policy excludes many of those that know only their indigenous languages. Some court users do not know English or /and Kiswahili, and interpreting is poorly done. A case study was conducted to examine these linguistic issues and challenges found in the subordinate courts and the opportunities that manifest themselves during court proceedings that can be utilized to access justice hence enable development. To evoke the respondent’s attitudes towards the languages available during court proceedings and interpreting as the solution to language barrier, questionnaires were administered to 13 defendants and defense council, 13 witnesses and 18 members of the public in the court. Interviews were conducted on 3 magistrates and 7 clerks/interpreters. The researcher observed court proceedings. Having used a mixed method, the data was triangulated. The findings show that not all the respondents were comfortable using English, Kiswahili or interpreting to attain justice. They preferred their mother tongues. Mother tongues are therefore not a nuisance, but a developmental tool. The respondents language attitudes are against restriction to use a particular language during a subordinate court proceeding. The study recommends promotion of mother tongues to official status within their resident counties hence allowing them to be used directly among English and Kiswahili in the subordinate
courts.

Received January 30, 2021; Revised March 14, 2021; Accepted March 15, 2021

Abstract: This study looked at the implementation of Child Friendly School Program as observed by teachers and learners of primary schools in Chesumei Sub-County, Kenya. The sample comprised of two hundred and thirty one teachers and eight hundred and forty five students. Pilot schools were purposively selected while simple random sampling was used to select non-pilot schools. Data was collected using questionnaires, observation, and interviews. Content analysis was used to interpret qualitative data. Quantitative data was analyzed by use of percentages, means, and standard deviation. Teachers and learners rated highly the implementation of Child Friendly practices such as equity and equality, community linkages and partnerships, and safe and protective school. The ministry of Health and Public Works should also be involved in issues of health, nutrition and infrastructure.

Received May 14, 2020; Revised March 9, 2021; Accepted March 10, 2021

Abstract: The study investigated how teachers of primary schools implement the curriculum to enhance education for life in Iganga District, Uganda. The study objectives were: to establish the knowledge of implementing an education-for-life oriented curriculum, to examine how the teachers implemented the primary school curriculum to enhance education for life, and to establish the challenges teachers face in implementing the primary school curriculum. The study used a cross sectional survey design with both qualitative and quantitative data collection methods. A total of 64 teachers from private and public primary schools were stratified and randomly sampled for responses. Findings revealed that; education for life is still lacking in primary schools in Iganga District, teachers still implemented curriculum purposely to make learners pass Primary Leaving Examinations (PLE), and the teachers’ ways of teaching, emphasizing pupils’ memorization of content, did not promote skills acquisition in an education-for-life oriented curriculum. The study recommended that all primary school teachers should be involved in the promotion of life skills among pupils, there should be supply of life skills education materials to schools for pupils’ exposure to more life skills activities, and balanced academics with extracurricular activities that are child centred for promotion of life skills.