Chinese Language Education in Kenya: A Case Study of Confucius Institute at the University of Nairobi

Background/purpose. Cultural strategy is an important part of China's global strategic framework. As China becomes more involved on the global stage, its national strategic interests expand to all corners of the world. One way China has accomplished this is by promoting and propagating the Chinese language in many countries' educational systems. Kenya's education system integrated Chinese language teaching and learning in 2019. It is critical to assess the importance and strategic impact of cultural soft power on Kenya's social, political, and economic development.

Materials/methods. This paper employs questionnaires, interviews, observations, participatory methods, and a literature review approach to elucidate discussions, recommendations, and conclusions.

Results – Few studies have examined the impact of the Chinese language in Kenya, particularly on Kenyans' socio-economic well-being. However, no major study has examined the status, progress, and future aspirations in teaching and learning Chinese language and culture in Kenya.

Conclusion. To achieve the intended results and make the advancement of Chinese language teaching and learning more relevant to people's needs, a clear language policy is required to guide the reorganization, evaluation, and adjustment of its operationalization.

Keywords: Chinese language, Confucius Institute at the university of Nairobi, Kenya, teaching and learning

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