This study examined the effects of cultural practices on students’ performance in the English
subject in public secondary schools within Pokot Central Constituency, West Pokot County,
Kenya. The research focused on key cultural practices, including Female Genital Mutilation
(FGM), early marriage, cattle rustling, and initiation rites, and their influence on students’
attendance, engagement, motivation, and academic achievement in English. Grounded in John
Schumann’s Acculturation Theory (1978), which explained how cultural integration impacted
language learning and academic performance, the study adopted a descriptive survey design.
Data were collected from students and teachers via questionnaires and analysed using SPSS
Version 21 for quantitative data, with qualitative data providing additional thematic insight.
Findings revealed that cultural practices such as FGM and early marriage significantly reduced
students’ time and focus on English studies, leading to poor academic outcomes. Cattle rustling
disrupted school attendance, while initiation rites and culturally defined gender roles negatively
influenced motivation and participation in English lessons. The study also identified
shortcomings in school support mechanisms, including insufficient guidance and counselling, as
well as limited community awareness programmes. Recommendations emphasised collaboration
among schools, parents, community leaders, and the Ministry of Education to implement
targeted interventions, increase education awareness, and improve English performance. This
research offered valuable insights for educators and policymakers aiming to enhance English
language outcomes in culturally affected pastoralist communities.