Abstract:
This paper examined how language registers influence the instruction of English language in secondary
schools in Kenya. It specifically looks at how the various language registers used by both the teachers and
learners in English second language (ESL) classes influence the manner in which classroom instruction and
language learning take place. Thirteen form three classes randomly selected were observed, thirteen teachers
of English language purposefully selected were interviewed and finally 195 students randomly selected from
the observed classes filled the student questionnaire. Data obtained were both qualitative and quantitative. It
was established that the teachers and learners of English language in secondary schools in Kenya use official
and non- official forms of English during classroom interaction. The use of these non-official forms of
English facilitates language learning and acquisition among the learners. It also minimizes communication
breakdowns during oral communication.
