Effects of the First language to the Second: A study of Waaṱa students in Kenya

Abstract

This study analyzed morphophonological errors made by Waaṱa students learning Kiswahili as a second language. Using interviews, essay writing, and reading exercises, the research involved 30 students from three schools. Data was analyzed using Corder’s error analysis theory. Results identified three types of errors: substitution, omission, and insertion of Kiswahili phonemes, with omission and substitution being most common. The errors were attributed to morphophonological differences between Kiwaaṱa (the students’ first language) and Kiswahili, as well as influences from surrounding communities. The study aims to suggest solutions for these errors, contributing to the preservation and understanding of Kiwaaṱa, an endangered Cushitic language on the Kenyan coast. This research highlights the challenges faced by speakers of minority languages in acquiring dominant languages and emphasizes the need for tailored language instruction methods.