Ever wondered why English proficiency in Kajiado's classrooms faces persistent hurdles? This
research project dives deep into a fascinating linguistic phenomenon: the pervasive influence of
Sheng and other non-target language structures on how learners teach and learn English in
selected Kajiado secondary schools. Moving beyond mere observation, we unearthed the specific
morphosyntactic errors stemming from these dynamic linguistic interactions, aiming to shed light
on a crucial challenge for educators and students alike.
Grounded in the principles of sociolinguistics, our study didn't just point out mistakes; it
meticulously identified and linguistically described the Sheng-infused structures creeping into
both written and spoken English. We also explored the ingenious, though sometimes erroneous,
communication strategies learners employ in their quest to master the English language. Our
journey took us to nine diverse secondary schools across on of Kajiado’s sub-counties where I
gathered data from student compositions and oral presentations. Through a rigorous five-step
error analysis, we systematically cataloged, explained, and evaluated these linguistic deviations,
from noun class peculiarities to broader grammatical shifts.
The findings are striking: Sheng's morphosyntactic footprint is undeniably significant and
widespread, acting as a substantial roadblock to achieving the English syllabus objectives and,
by extension, hindering performance in national examinations. This project provides a critical
typology of these errors, unraveling their roots and far-reaching implications for language
acquisition in a multilingual context. It even offers a concise comparative look at Sheng and
Pidgin, clarifying its unique linguistic standing. Ultimately, this research culminates in a
powerful call to action, emphasizing the urgent need for localized, school-based language
policies designed to cultivate robust Standard English proficiency among students in Kajiado.