Why it's important to strengthen foreign language learning in Kenya

Learning a new language goes far beyond mastering grammar rules. It opens doors to new cultures, creates opportunities, connects people and broadens the lens through which individuals interpret the world.

In Kenya, interest in learning foreign languages continues to grow, reflecting a desire among many learners to engage more actively with the global community. Yet, despite this enthusiasm, sustaining long-term commitment to language learning remains a challenge, with only a few learners managing to fully experience the opportunities that language proficiency can offer.

For many students, the introduction to foreign languages begins in high school. However, as the years progress, the number of learners who continue studying them gradually declines. Even among those who complete language studies at the secondary level, only a small number pursue them further at university, often limited to those enrolled in programmes such as a BA in Education (French or German) or individuals with a strong personal passion for languages.

Although many learners show genuine interest in studying foreign languages, sustaining that commitment often proves difficult. Some struggle to balance language learning alongside other demanding coursework, as mastering a new language requires significant time and effort. Others encounter structural barriers, particularly limited access to resources that would enable them to progress further.

This challenge becomes even more apparent when, after several years of study, learners realise they cannot advance academically or professionally because they lack internationally recognised language proficiency certification.

In addition, the absence of many active language communities makes continued practice difficult. Language learning depends heavily on consistent interaction and use. Without spaces where learners can meet, converse and practise the language, even a solid understanding of grammatical rules can quickly lose its practical value.

To address these challenges, the government, together with language educators, should establish partnerships with language schools and institutions to provide students with opportunities to sit for internationally recognised proficiency examinations while still in school. This would allow students to complete their studies with qualifications that are already recognised in the global job and academic markets.

Universities that do not yet have language centres should also consider establishing them, even if language studies are not among their main academic programmes. Such centres would provide an environment where students with prior language training can continue developing their skills while also offering opportunities for new learners to begin their journey.

With the right structures in place, language learning can move from being a short-lived academic subject to a lasting skill that empowers individuals and connects the country more meaningfully to the global community.

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