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This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n=359) was also used to explore teacher perceptions of classroom discourse practices. The findings revealed the dominance of teacher-led recitation in which rote and repetition dominated the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom discourse in Kenyan primary schools are considered together with the need for further research into how the wider social order is influencing discourse practices in Kenyan primary schools. Reprinted by permission of the publisher.

an: 507969057; source: Comparative Education; docTypes: Article; pubTypes: Academic Journal;