Challenges Tambach Student Teachers of Kiswahili Encounter in the Use of Non-Verbal Cues in Classroom Teaching in Selected Primary Schools in Uasin Gishu and Elgeyo Marakwet Counties, Kenya

The main objective of this study was to examine the challenges experienced by student teachers when using non-verbal cues.The study was guided by the Coordinated Management of Meaning (CMM) theory.The study adopted a cross-sectional research design.The target population involved Kiswahili teachers, student teachers of Kiswahili language and pupils of selected primary schools in Uasin Gishu and Elgeyo Marakwet counties, Kenya.A purposive sampling technique was used to single out Kiswahili teachers for a Focus Group Discussion.Stratified random sampling method was then used to select 234 traineeteachers and 210 learners.Methods of data collection included: Questionnaire, Focus Group Discussions and Direct Observation.The questionnaire provided quantitative data, which were fed in SPSS version 23.0.Qualitative data obtained from the focus group discussions and observation was fed in NVivo 11.Lastly, the data was presented descriptively and graphically as tables, graphs and charts.The study showed that student teachers faced difficulties such as determining seating arrangement, proper facial expressions, correct tone of voice and eye contact when utilizing non-verbal communication in their classrooms.Hence, this research is anticipated to help improve the teaching and performance of Kiswahili, build a suitable teacher-student bond in the language classroom, further develop the cognitive abilities and heighten the learning capabilities of pupils by using non-verbal communication.That there be deliberate effort to emphasize use of correct non-verbal communication cues during the teaching of Kiswahili language.This is because many of the respondents are not deliberate in choice of appropriate non-verbal cues to employ in the course of their teaching.The study recommended that the Ministry of Education revise Kiswahili language teacher training curricula to include non-verbal communication cues in language teaching, assessment in pedagogy to emphasis on the use of correct non-verbal communication cues in language teaching and teacher preparation at all levels designs practical micro teaching sessions that are meant to inculcate non-verbal communication skills upon student teachers.