Ruth Auma's Resume

Ruth Auma

English and Kiswahili Teacher

Female

27 y/o

English Translation

Live in Kenya

Nationality Kenya

Summary

Ruth Auma Ayika is a skilled Kiswahili language specialist based in Nairobi, Kenya, with over three years of experience in literary translation and analysis, (English to Swahili and Swahili to English). She holds a Bachelor of Education Arts (Second Class Honours, 2017–2021) from Kenyatta University, where she completed a specialized unit in translation, and is pursuing a Master of Arts in Kiswahili, researching Language Techniques Used in Social Media Platforms to inform literary translation. Her professional experience includes developing curricula for translated novels, facilitating creative writing workshops that produced a published anthology, and improving student engagement and comprehension through literary analysis. Proficient in digital tools (Microsoft Office, Google Classroom) and bilingual communication, Ruth is a member of the Teachers Service Commission and the Kenyatta University Kiswahili Literature and Language Forum. Her achievements include authoring a paper on translation techniques and leading a successful Kiswahili debate team focused on literary themes.

Work experience

English and Kiswahili Teacher
F. New Hope Academy
2023.07-2023.10
(4 months)
• Translated Kiswahili literature and cultural texts for primary school pupils, emphasizing fluency and cultural accuracy. • Designed and translated creative writing workshops, resulting in student entries published in a school anthology. • Supported extracurricular activities, such as poetry clubs, to promote Kiswahili language skills and cultural expression.
Kiswahili Teacher
d. st mary's secondary school
2022.01-2022.10
(10 months)
• Translated and adapted Kiswahili educational materials for diverse learners, including those with emotional disabilities and autism, ensuring cultural and linguistic accuracy. • Authored and translated creative writing prompts, resulting in improvement in Kiswahili composition scores. • Organized language debates and competitions, fostering fluency and cultural appreciation in Kiswahili. • Integrated digital tools (e.g., Google Classroom) to create accessible, translated learning resources.
KISWAHILI TEACHER
Pedro Mixed Secondary School, Nairobi, Kenya
2021.01-2021.11
(a year)
• Developed and translated Kiswahili lesson plans and assessments, incorporating cultural contexts to enhance comprehension. • Improved student engagement through interactive, translated content tailored to diverse needs. • Provided bilingual counselling support, translating emotional and academic guidance for students.

Projects

language techniques used in social media networks
student
2021.09-Current
(4 years)
Due to the increase in communication that takes place online, various users in social networks have raised the need to duplicate face-to-face communication. Among these users are influencers who use social media as an effective way to communicate with their followers and target audiences. Influencers in social networks send various messages through social networks, and from this, the researcher will get data from the messages sent by these influencers. In particular, this study examined the communication methods and language used by influencers in the social networks of X, WhatsApp, TikTok, Facebook, and YouTube. This study aimed to fulfill three objectives which include; Identifying the language and extra linguistic features based on strategies and methods of communication that influencers in social networks use; examine the rhetorical elements in influencers' language that they use to influence their target audience; to evaluate the reception of messages produced by influencers through communication methods and the language used. This research focused on Kenyan influencers on X, WhatsApp, Facebook, TikTok, and YouTube networks. The influencers who were analyzed are those who use Kiswahili and English, and Kiswahili and their mother tongue. However, in cases where there were instances of code switching, we focused more on areas that have a high level of use of Kiswahili compared to other participating languages. Our research was guided by two theories which are Laswell's Theory of Communication (NYM) and Aristotle's Theory of Communication (NYU). NYM was used to accomplish the first objective of this study while the second and third objectives were accomplished using NYU. This research took a descriptive design, and the setting of the research was the library. In the library, the researcher used the library computers to search for data in X, WhatsApp, Facebook, TikTok, and YouTube networks. In addition to that, the sample of this study was selected through purposive sampling and the data that was collected are textual and video data. The results of the study show that influencers use oral language and written texts which are descriptive language, climax language, bragging language, code mixing and switching, harsh/disrespectful language, taboo language, narrative language, and hidden-meaning language. Similarly, influencers are increasingly using extra-languages as a style of communication such costumes, emojis, and acting in silence. Also, influencers are using aspects of rhetorical appeals to get their messages across. Finally, this research will help Kiswahili lovers and the community in social networks to know which methods of communication and language can attract, motivate, and influence people to get involved in conversations or important issues about a certain topic, product, place, or person, and which will bring about a change of thinking. Also, this study will help in expanding the range of different styles of online communication discourse.