This paper draws attention to the cross-linguistic problems that have made minority languages lose their prominence and allow stronger languages to dominate in international linguistic space and in education. Schools and universities crave stronger languages for medium of instruction in the classroom in developing countries again dictates of science and technology have influenced the use of a stronger language for global use. The paper therefore investigates the states of early use of language (English) in Kenyan schools and its relationship with other vernacular languages in the country. It also identifies reasons why English became so prominent than other languages spoken in Kenya.
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