Integrative Strategies for Quality Assurance in African Language Teaching: Interdisciplinary and Community-Centred Approaches in Kenya’s Higher Education
Keywords:
African language teaching, Pedagogy, Interdisciplinary learning, Community- centred approaches, quality assurance, indigenous language education, KenyaAbstract
Higher education institutions in Africa face a pressing dual challenge of achieving international quality standards while protecting indigenous linguistic and cultural heritage. This study examines quality assurance strategies in African language teaching within Kenyan universities, with particular focus on integrating cultural, professional, and social contexts into curricula. Guided by Constructivist Learning Theory and Transformative Learning Theory, the study uses a mixed-methods approach that includes structured surveys of 50
African language educators, focus group discussions with 100 undergraduate and postgraduate students, and documentary case studies from institutions working with African diaspora communities in language instruction. Results show that multidisciplinary approaches, linking language education with health communication, digital storytelling, and historical studies, substantially improved students' cultural awareness, linguistic skills, and professional preparedness. Community partnerships with diaspora organisations fostered authentic language use and increased learner engagement. Four key strategies including curriculum standardisation (80%), interdisciplinary integration (75%), educator training (70%), and community involvement (65%) were evaluated for effectiveness. Limited institutional support, lack of standardised curricula, and insufficient digital infrastructure were some of the challenges experienced. This paper proposes policy measures among them, capacity-building workshops, standardised interdisciplinary modules, and networks connecting African language departments with diaspora organisations and professional sectors. These initiatives aim to enhance linguistic proficiency, cultural understanding, and graduate employability, ensuring African language education remains both academically relevant and professionally sustainable in an increasingly globalised environment.
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