Özet:

Most multilingual African nations face challenges in the attempt to participate in global education. One of the major challenges is that of language, which is central in global education. This paper aims at making explicit the dilemma that faces Kenya with regard to language and global education. It is based on the premise that most multilingual nations find themselves at cross roads as they try to participate in global education. A descriptive research design has been used in the study, with some statistical analyses that are based on the Kenyan situation. The critical social theory, whose focus is on unearthing the changing power relationships with a view to offering a voice to the ‘unheard’ and challenging inequalities in the society, has been used. Findings show that Kenya does not fit in the global society because of the incompetence of most of her population in the use of the preferred global linguistic system. which only favors the few that are socially privileged. The paper recommends that multilingual African nations such as Kenya put emphasis on the provision of the ‘right’ global linguistic system to all if these nations are to fully participate in global education. Thus, it should not just be about the quantity but the quality of what is offered. I also recommend that Kenya concentrates on improving and maintaining her own social, cultural, economic and political structures even as she seeks to participate globally. It is hoped that recommendations made in this paper will be of benefit to language planners and policy makers in multilingual African nations. Keywords: Globalization, global language, Global Education, Dilemma, multilingual REFERENCES Agoya, C. 2012 The Role of Indigenous Languages in Kenya: A Case for Using them as Languages of Instruction throughout Primary School. The University of Nairobi Journal of Language and Linguistics.  2: 89- 105 Capper, Hanson, et.al 1994. Community-based interagency Collaboration: A Post-structural Interruption of Critical Practices. Journal of Educational Policy. 9. 4: 335- 351 Global Perspectives (2008): A Framework for Global education in Australian Schools. KNBS (Kenya National Bureau of Statistics); Economic Survey (2016). Nairobi, Kenya. Mbaabu, I. 1996 Language Policy in East Africa. Nairobi: Educational Research and Publication. Ministry of education, Science and Technology (2001). National Report on the Development of Education in Kenya. International Conference on Education, 46th Session held from 5th -7th September 2001 in Geneva. Ministry of education, Science and Technology (2015): Education for All National Review. SACMEQ International Education Policy Research Conference (2005)-IIEP, Paris. SACMEQ Gender Series Contribution #1(March 2013): Violence in Primary Schools in Southern and Eastern Africa: some Evidence from SACMEQ Skuttnab-kangas, T. & P, Robert. 2001. Lnguicide. In Mesthrie, Rejend (ed). Concise Encyclopedia of Sociolinguistics. Oxford: Elsevier Science, 567-570 Trudgill, P. 2000. Sociolinguistics: An Introduction to Language and Society. 4th edition.  Harmondsworth: Penguin Books. Uwezo, Kenya (2011): Are Our Children Learning? Annual Learning Assessment Report. Nairobi Kenya. Waters, M. 1995. Globalization. London: Routledge Wolff, E, H. (2006). “The Language Factor in Discourse on Development and Education in Africa”.  In Kembo-Sure, S. Mwangi. and N. O. Ogechi (ed.). Language Planning for Development in Africa. Eldoret: Moi University Press, pp 1- 22.  

Anahtar Kelimeler: