This archive report was first published on 19 October 2019.
By DAVID ADUDA
For decades, scholars and policymakers have debated the use of vernacular languages in education, particularly in the early years of learning.
As part of the colonial experience, many African countries were forced to adopt and adapt foreign languages, such as English and French, at the expense of local languages.
However, research has demonstrated the importance of local languages in scholarship, and in 1976, the Kenya government published a language policy prioritizing the use of vernacular in early years in school.
Today, the debate continues, with the new Competency-Based Curriculum (CBC) placing a premium on local languages and promoting indigenous languages, as stated in the Constitution.
One of the concerns in this debate is the availability of reading materials in local languages. While literature is scarce, there are efforts underway to address this issue.
Renowned literary icon Ngugi wa Thiongo has long advocated for authoring books in vernacular languages, and a number of authors have made similar attempts.
Okumba Miruka and Jens Aagaard-Hansen stand out for their work in promoting local languages. Their latest publication, Luo Proverbs and Their Meanings, is an important addition to the repertoire of literature in local languages.
The authors have collected and collated 382 Luo proverbs, translating and interpreting them to give them contextual meaning. This work is a significant contribution to the preservation and promotion of local literature and orature.
Proverbs are powerful tools for communication, and African communities are rich in them. However, they are often oral and barely recorded for posterity.
Okumba Miruka and Jens Aagaard-Hansen's work demonstrates the importance of preserving and promoting local languages and literature, particularly in the context of cultural renewal and technological advancements.
