Influence of Home-Based Mother Tongue Use on English Vocabulary Acquisition among Early Grade Pupils in Public Primary Schools in Masaba North Sub-County, Nyamira County, Kenya

This study examined the influence of home-based mother tongue use on English vocabulary acquisition among early grade pupils in public primary schools in Masaba North sub-county, Nyamira county, Kenya. The study was guided by the following research question: How does the use of mother tongue at home influence early grade pupils’ English vocabulary acquisition in public primary schools? The study was anchored on transfer theory, while employing a mixed method in specific convergent parallel design. The study targeted 150 public primary schools, 2,850 grade 1-3 pupils, and 980 grade one to three teachers, 150 head of institutions, and one sub-county director of education. Sample size comprised 15 public primary schools selected using stratified sampling, 15 head of institutions, and 1 SCDE selected using criterion purposive sampling, 98 grade 1-3 teachers selected using simple random sampling, and 185 grade 1-3 pupils selected using systematic sampling. Data collection instruments included questionnaires for teachers, interview guides for heads of institutions and SCDE, and focus group discussion guide was used to collect data from pupils. Reliability was established using Cronbach’s Alpha coefficient (α = 0.81). Quantitative data was a nalyzed using descriptive and inferential statistics while qualitative data was subjected to thematic content analysis. Ethical considerations were observed before, during and after the study. The study found that home-based mother tongue use has significant influence on early grade pupils’ English vocabulary acquisition by facilitating comprehension, communication confidence and language development. But too much dependence on the mother tongue may limit the students’ exposure to the English vocabulary practice. It concludes that a balanced use of both languages improves the learning outcomes. It suggests that parents and teachers should encourage supportive bilingual practices which use the mother tongue but offer ample opportunities for exposure to English.