y-like social structure of the primary school were thought to be preferred in developing countries where schooling is the principal means of obtaining access to the modern economy. In school the child acquired individualistic, meritocratic, and universalistic values as well as new behaviours, such as those related to the capacity to work co-operatively and independently according to a time-schedule, which are embedded in modern production" (Dreeban, 1968). Note, by the way, that this is the philosophical basis of capitalistic Kenya. In adjacent Tanzania, the socialist political system has opposed views and practices.
Not surprisingly, Kenyans have given English a Kenyan flavor, even as, for example, have Indians in India, Africans in the Caribbean, and Americans in the U.S.A. Historian J. Schmied (1990) argues "in favor of recognizing generally accepted forms of East African English (EAfrE) usage as a target norm in English-language teaching ...". He notes the "trifocal situation" of the international language (English), the supranational language (Kiswah
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