The purpose of this study was to analyze the influence of Kiswahili on learners’ communication
skills in public secondary schools in Matungulu Sub-County, Machakos County. The study
investigates the influence of the Kiswahili language, language policy, and interventions aimed at
improving learners’ communication skills in Matungulu Sub-County. The study was based on
Vygotsky’s socio-cultural theory. A descriptive survey research design was employed, and a
quantitative approach was used for analyzing data. The study was conducted in three public
secondary schools in Matungulu sub-county. The research sample included 120 student
participants and 3 Kiswahili teachers. Simple random, stratified, and purposive sampling were
used for data collection. The data was organized and analyzed using SPSS version 21. The
findings revealed that Kiswahili instruction significantly enhances students’ speaking and writing
competencies through structured lessons, group discussions, cultural activities, and informal peer
interactions. However, inconsistent enforcement of school language policies and societal
preference for English hindered students’ opportunities to practice Kiswahili beyond the
classroom. Interventions such as incorporating debates, role-plays, digital tools, and co-curricular
activities were identified as effective in improving communication skills. The study concluded
that while Kiswahili contributes meaningfully to learners’ communication development, its
impact is limited by policy enforcement gaps and low societal prestige. To address this, the
Ministry of Education should strengthen language policy implementation and promote
Kiswahili’s cultural value. Teachers are encouraged to adopt interactive, student-centered
teaching methods, while students should seek more opportunities to use Kiswahili informally.
Future research should explore the long-term impacts of interactive instruction and community
attitudes towards Kiswahili to support more effective language education practices.