Browsing by Author "Dr. Jackton Midigo"

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    Ideologies Celebrities Represent in Television Advertisement in Kenya: A Case of Downy Lavender
    (International Journal of Research and Innovation in Social Science (IJRISS), 2022) Dr. Jackton Midigo
    This study focuses on the ideologies that celebrities convey in television advertisement in Kenya. Celebrity endorsements have become pervasive mode of communication in advertising. The idea is intended to shape consumer perceptions on purchasing decisions. Assessing the effectiveness of existing regulatory frameworks in ensuring responsible portrayal of ideologies by celebrities in television advertisement, is crucial for promoting ethical advertising practices. The study therefore analyzes the modes of signification (visual and verbal cues) to uncover the underlying messages communicated through the portrayal of Lulu Hassan (news anchor) in the advertisement of Downy Lavender. By adopting a multimodal discourse analysis approach, the study investigates the linguistic and visual strategies employed to construct celebrity personas to convey specific ideologies. The study examines how the celebrity is depicted in the advertisement and the messages the celebrity endorses to influence consumer attitude and behavior. The findings reveal that the celebrity is represented in the television advertisement of Downy lavender, to highlight themes such as luxury, sophistication, freshness, and trustworthiness. These depicts the ideologies of gender norms, attitude towards luxury, beauty standards, social status and aspirations for advancement. These findings contribute to understanding the complex dynamics of advertising in Kenya’s media landscape, using celebrities. The findings are intended to provide valuable insights to advertisers on creating content for advertisement. Key words: Advertising language, celebrities, modes of signification, multimodal discourse and advertisement discourse.
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    Integrating Multiple Teaching Strategies in Language Learning for Teacher Training in the Digital Era
    (Zhongyu International Education Centre-Innovations in Pedagogy and Technology., 2025) Dr. Jackton Midigo
    In the digital era, integrating multiple teaching strategies into language instruction is increasingly vital in teacher education. This study investigates the adoption and effectiveness of multiple teaching strategies in enhancing the pedagogical competencies of pre-service language teachers in Kenyan universities. Anchored in Multimedia Learning Theory, the research explores how textual, visual, auditory, and interactive digital resources contribute to more engaging and effective language learning experiences. A descriptive research design incorporating both qualitative and quantitative methods was employed. Data was gathered through semi-structured interviews and questionnaires from a purposive sample of 30 informants, comprising five language lecturers and twenty-five pre-service teachers, from two public and three private universities in Kiambu County, Kenya. The study aimed to capture diverse perspectives on the impact of multiple teaching strategies in language teacher training programs. Interviews with lecturers provided insights into the practical benefits and challenges of using these strategies, while the questionnaires revealed how pre-service teachers perceived their influence on instructional delivery, comprehension, and classroom engagement. Findings indicate that incorporating varied media formats can enhance learners’ understanding and participation, however lecture-based method is frequently used due to barriers such as limited digital literacy and inadequate technological infrastructure. The study recommends enhanced digital training for educators, improved access to educational technology, and curriculum reforms that support the integration of diverse instructional strategies. These findings contribute to ongoing conversations about innovative approaches in teacher education, emphasizing the importance of flexible and adaptive teaching methods suited to the evolving demands of 21st-century classrooms. Keywords: Multiple Teaching Strategies; Language Learning; Teacher Training; Digital Era; Pedagogical Competency
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    Morphological Analysis of Dholuo Number Markers
    (Eastern Africa Journal of Contemporary Research, 2024) Dr. Jackton Midigo; Wambura Boke Joyce
    This study examines plural morphemes in Dholuo nouns by investigating their number markers. Dholuo being an agglutinative language, some nouns can hardly be noticed to be broken down into multiple meaningful parts. It is then hard to predict their number marker patterns. Nouns in Dholuo can exist as bare roots without prefixes or suffixes. They can also exist as polymorphemic words with suffixes hard to comprehend. Data for this paper constitutes Dholuo nouns which were collected from twenty Dholuo speakers purposively sampled from Suna East SubCounty in Migori County, Kenya. These were analyzed through descriptive research design, guided by the morphological theory. The findings show that plural morphemes in Dholuo nouns are irregular and number markers majorly forming plural morphemes are suffixes -e, -i and -ni. In compound nouns, number markers are formed through inflection of plural morphemes on the left base, right base or both and in some instances, there is no inflection. The inflection then makes Dholuo nouns vary in form in expressing grammatical contrast in number. The findings of this paper would be significant to syntacticians in contributing towards the ongoing attempts to describe aspects of languages in theoretical linguistics. The findings on Dholuo noun morphology can also help gain insight on how Dholuo how speakers conceptualize and categorize the world, revealing underlying cognitive processes. Keywords: Agglutinative Language, Dholuo Nouns, Number Markers, Plural Morphemes