| dc.description.abstract | Sheng is a slang whose usage is widespread more so among the youth in the urban. In Kenya, there is no language policy in education that recognizes the use of Sheng within the school environment especially in learning activities. Although Kiswahili language is taught as a compulsory and examinable subject in all primary schools including those found in Mbale town from standard one to standard eight, being a popular slang in Mbale town, Sheng may penetrate into the school and infiltrate Kiswahili language acquisition among the learners, a situation which may affect their performance when communicating in Kiswahili. Therefore, the main objective of the study was to investigate the role of Sheng on Kiswahili language acquisition among lower primary school learners in Mbale town. Specific objectives were to describe classroom contexts in which Sheng vocabulary occurs on Kiswahili language acquisition among lower primary school learners in Mbale town, assess the prevalence level of Sheng vocabulary on Kiswahili language acquisition among lower primary school learners in Mbale town and explain how Sheng vocabulary enables Kiswahili language acquisition among lower primary school learners in Mbale town. The study was guided by the Usage-Based theory whose proponent is Tomasello (2003). The research design that was used was cross-sectional. This study was conducted in Mbale town found in Vihiga County, Kenya which was selected purposively. The method of data collection used included semi structured interview and observation of Kiswahili lessons in the classroom. The tools for data collection were a semi-structured interview schedule and a lesson observation guide. Data was analyzed descriptively and statistically according to the specific objectives and criterion of the theory of the study. The results of the study were presented through descriptive and table techniques. The study discovered that, Sheng vocabulary was used within the context of asking questions, answering questions and singing. It was clear that most of the Sheng vocabulary presented frequency in different degrees depending on the context of usage in the classroom. Results of the study have shown that, classroom context presented a comprehensible linguistic input through Sheng vocabulary which could aid the process of Kiswahili language acquisition among lower primary school learners in Mbale town. This study is significant to teachers and researchers of Kiswahili in finding and explaining the best method that will be used to incorporate Sheng in the process of Kiswahili language acquisition among lower primary school learners in Mbale town. It is also envisaged that, the finding of the study is important as it is an addition to the existing body of knowledge on the role of Sheng on Kiswahili language acquisition among lower primary school learners. | en_US |