LPA participates in International Mother Language Day (IMLD) Celebrations 2026

Department of Language & Performing Arts (LPA) faculty and students attended International Mother Language Day (IMLD) celebrations at Kenyatta University on February 20, 2026

[Nairobi: 23rd February 2026]  Faculty and students from the Department of Language and Performing Arts (LPA) represented Daystar University at the International Mother Language Day (IMLD) held at Kenyatta University on 20th February 2026.

This year’s IMLD celebrations ran under the theme: ‘Youth at the Digital Frontier; Revitalizing Indigenous Languages in a Multilingual World‘. The forum was convened by the Summer Institute of Linguistics (SIL) in partnership with Bible Translation and Literacy (BTL), and Kenyatta University.  The key emphasis for the event was the intersection of language, technology and youth engagement within academic, research and practice.

The event featured keynote addresses, panel discussions, academic presentations, exhibitions by institutions dealing with linguistics and unveiling of winners of the Junior Secondary Essay writing contest. The key engagements of the day pointed towards the value of indigenous languages in enhancing acquisition of numeracy and literacy.  It was observed that learners in linguistically homogenous environments who are proficient in their first language are able to navigate the formative stages of learning with ease.

Daystar University LPA students made a presentation entitled ‘The voice of home’ which articulated the valuable interphase between technology and indigenous languages in the learning and research contexts.  The choral verse captured the responsibility of the young scholars in advancing the impact of the local languages in the current digital age.

The keynote address was delivered by Dr. David Njeng’ere, the C.E.O, Kenya National Examinations Council.  According to his presentation, it was evident that the most powerful resources such as language are natural.  Children are born with the inbuilt potential to learn the language(s) they are exposed to.  It is the duty of educators and caregivers to ensure that this valuable potential is well harnessed by exposing young learners to languages including mother tongue.

The literacy crisis was also addressed. According to research done, literacy is not a natural ability. Historically, human beings taught themselves how to read. The human brain has to go through the process of learning. The keynote speaker affirmed that researchers and stakeholders should go beyond the narrative that children are not reading by engaging in action research to inform the literacy debate. Research has indicated that it is possible to begin teaching literacy in the child’s first language.

It was reiterated that the language of assessment should rhyme with the language of instruction. The concern that literacy levels are dropping should be addressed by ensuring that young learners are given the right linguistic environment. In the Competence Based Education (CBE), indigenous languages have been allotted sufficient space to ensure that learners do not miss out on literacy benefits that obtain from indigenous language exposure and proficiency.  To this end, the Kenya National Examination Council is planning to introduce proficiency assessment in indigenous languages.

The International Mother Language Day (IMLD) was formally established by UNESCO to promote the preservation and protection of the world’s languages, and encourage the proliferation of education delivered through mother languages.

The day was first announced by UNESCO in 1999 and formally recognized by the United Nations General Assembly with the adoption of UN Resolution in 2002. Mother Language Day is part of a broader initiative to promote the preservation of all languages used by people of the world.

As language educators and stakeholders, it is imperative to reflect deeply on the language situation in the country. Language is not just a means of communication. It encapsulates the learners’ sense of identity and self-efficacy. Learners from homogenous linguistic communities should have access to indigenous languages to enhance a solid foundation for literacy.  Parents and caregivers in both rural and urban set ups should not be left out.  They should be participants in the learning process via both indigenous and global languages.