Language Education Policy and Multilingual Literacies in Ugandan Primary Schools
Language Education Policy and Multilingual Literacies in Ugandan Primary Schools

Author:

Publisher:

Published: 2003

Total Pages:

ISBN-13:

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This thesis reports on a study on multilingual language policies conducted in two primary schools in two communities in eastern Uganda, one rural and one urban, from 2005-2006. The study focused on stakeholders' responses to the new Uganda language education policy, which promotes the teaching of local languages in the first four years of schooling. The policy states that the medium of instruction is the relevant local language for Primary 1-4 in rural schools, and thereafter it is English. In the urban schools, English is the medium of instruction in all the classes and a local language is to be taught as a subject. The study was premised within the framework of literacy as a social practice. Accordingly, the context in which multilingual literacy develops is important to the implementation of Uganda's new language education policy. The key stakeholders identified in the implementation process included: the ministry representatives at the district level, the school administration, the teachers, and the community. The study used questionnaires, individual interviews, classroom observations, focus group discussions, and document analysis to collect data from the two communities, each of which was linked to a local primary school. Although the findings show that in both communities the participants were generally aware of the new local language policy, they were ambivalent about its implementation in their schools. While they recognized the importance of local languages in promoting identity and cultural maintenance, a higher priority was their children's upward mobility, and the desire to be part of wider and more international communities. Further, while area languages like Luganda and regional languages like Kiswahili were perceived to have some benefits as languages of wider communication, it was English that received unequivocal support from both communities. The study concludes that parents and communities need to be better informed about the pedagogical advanta.

Towards a Multilingual Culture of Education
Towards a Multilingual Culture of Education

Author: Adama Ouane

Publisher: UNESCO

Published: 2003

Total Pages: 516

ISBN-13:

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This book questions the teaching and learning systems grounded on the principle of monolingualism, and seeks to uphold plurilingualism as a natural state in human society. The book recommends the use of local languages and mother tongues in formal and non-formal education. Using case studies of linguistic policies from 30 African, Asian and Latin American countries, the authors seek to highlight the numerous advantages of this approach, providing a sound basis for future learning as well as preserving the identity of communities, their cultural wealth and diversity.

Language in Epistemic Access
Language in Epistemic Access

Author: Caroline Kerfoot

Publisher: Routledge

Published: 2018-07-26

Total Pages: 238

ISBN-13: 1351859978

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This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world. The book as a whole lays bare the tension between the commitment to multilingualism enshrined in the South African Constitution and language-in-education policy, and the realities of the dominance of English and the virtual absence of indigenous African languages in current educational practices. It suggests that dynamic plurilingual pedagogies can be allied with the explicit scaffolding of genre-based pedagogies to help redress asymmetries in epistemic access and to re-imagine policies, pedagogies, and practices more in tune with the realities of multilingual classrooms. The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.

Language Policy for the Multilingual Classroom
Language Policy for the Multilingual Classroom

Author: Christine Hélot

Publisher: Multilingual Matters

Published: 2011

Total Pages: 231

ISBN-13: 1847693660

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The book proposes a round the world exploration of the way our traditionally monolingual school systems are being challenged by students from diverse language backgrounds, forcing educationalists to question entrenched ideologies of language and challenging teachers in their everyday classrooms to rethink their relationships to language learning and the issue of diversity.

Language Issues in Comparative Education II
Language Issues in Comparative Education II

Author: Carol Benson

Publisher: BRILL

Published: 2021-01-25

Total Pages: 338

ISBN-13: 9004449671

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This second volume of Language Issues in Comparative Education, following the tradition of the first, introduces the state of the field and calls attention to innovations described throughout. The chapters examine language-in-education policy change, describe implementational activities, and present strategic frameworks for research and advocacy.

Globalization and Socio-Cultural Processes in Contemporary Africa
Globalization and Socio-Cultural Processes in Contemporary Africa

Author: Eunice N. Sahle

Publisher: Springer

Published: 2016-04-29

Total Pages: 287

ISBN-13: 1137519142

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In different but complementary ways, the chapters in this collection provide a deeper understanding of socio-cultural processes in various parts of the African continent. They do so in the context of contemporary mediated processes of globalization, and emphasize the agency of Africans.

Multilingual Learning
Multilingual Learning

Author: Colin Reilly

Publisher: Taylor & Francis

Published: 2023-11-30

Total Pages: 320

ISBN-13: 1000998088

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This edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.

Learning to read in a local language in Uganda
Learning to read in a local language in Uganda

Author: Margaret M. Dubeck

Publisher: RTI Press

Published: 2021-06-14

Total Pages: 16

ISBN-13:

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.