Department of Languages and Communication

Permanent URI for this communityhttps://hdl.handle.net/20.500.12504/9

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Factors affecting the initial literacy development of urban and rural learners in the Iganga district, Uganda
(Per Linguam : a Journal of Language Learning, 2005-01-01) Banda, Felix; Kirunda, Rebecca
The initial motivation for the study was data from the Ministry of Education in Uganda that suggests that in terms of academic performance, urban learners continually outperform rural schools at primary and secondary school levels (Ministry of Education 2002). At present all government examinations are written in English. However, the language in education policy in Uganda differentially stipulates the use English as medium of instruction in urban schools and the use of the mother tongue in rural schools (cf. Kyeyune 2004). Other factors which mitigate against rural learners' successful academic performance are untrained educators, poor infrastructure and school management practices in rural schools, poverty, lack of supportive academic discourse practices, and a general lack of enthusiasm among rural parents (most of whom have very little formal education) for their children's education. Using data from observations of selected urban and rural homes and schools in The Iganga district and field notes in the form of diary entries, the study draws on New Literacy Studies (NLS) particularly the notion of literacy as social practice (Street 2001; Gee 2000; Baynham 2000, 2001), to explore the differential effect of urban and rural-based acculturation processes on the initial literacy development of learners. Finally, since 88% of Ugandans live in rural areas (Uganda Bureau of Statistics 2002), the pedagogical implications for primary schools are discussed and suggestions are made on how to establish an inclusive education system.
Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala interview guide for library staff.
(Non-published work, 2014-05) Nankindu, Prosperous
This research thesis, “Language in Education Policy and Literacy Acquisition in Multilingual Uganda”, sought to understand how a monoglot policy is implemented in a multilingual setting within the urban district of Kampala. A case study approach to understanding current practices was undertaken. The views of stakeholders towards the implementation of the language policy on the use of English as the medium of instruction (MoI) were investigated. For this study the language in education policy referred to is the one in the 1992 Uganda Government White Paper on Education. The focus of this study is on the use of English only as the MoI from Primary one throughout the primary school cycle in urban areas in Uganda. This chapter gives a full background to the current study on language in education policy and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically the chapter gives a description of the research site, the history of educational language policies in Uganda, the primary school curriculum and the education system in Uganda. The other key issues worked out in the chapter are: the research problem, purpose, objectives, research questions, assumptions, limitations, scope, significance, justification, definition of terms and lastly the outline of the other chapters.
Towards an integrated teaching of foreign languages in institutions of higher learning
(African Journal: Journal of Emerging Trends in Educational Research and Policy Studies., 2018-02-01) Bakurumpagi, Victoria
This study is based on interviews we had with 40 respondents half of whom had done what we called course switching in order to have content and language learning because to them, one without the other seemed inadequate in today`s job market. This resulted in doing two Bachelor`s degree, one after another instead of going straight for a Master`s degree program. We try to understand the rationale behind this decision and propose how foreign language learning should be restructured in Higher Institutions of learning in order to teach languages in the way that students of the 21st century want. We also offer insights on why it is important to study foreign languages in this globalized world. The study is based on the experiences of students and alumni of Kyambogo and Makerere University. These experiences contain interesting lessons which are pointers to new ways learners are suggesting to their institutions of Higher learning if they are to embrace the study of languages wholeheartedly. Students are yearning for integration of foreign languages both in sciences and arts courses. To these learners, the era of segregated teaching of foreign languages appears irrelevant and updated.
The Use of Carnival Features for the Promotion of a New African Image in the Novels of Ouologuem, Kourouma and Labou Tansi
(African Journal of Education, Science and Technology, 2018-04) Bakurumpagi, Victoria
In this article, after defining the concepts of the Negro myth and the carnival, I show what these three novels have in common: giving the impression that the negative image given to Black Africa by Europe was justified while at the same time giving a fresh interpretation of many of the prejudices against the black man since slave trade. The article shows that the creation of African imaginary territories and the dual language characteristic of the carnival are intended to promote a new African image. In order to arrive at the interpretation given here, I used the postcolonial theory as described by Edward Said Culture and imperialism and the deconstructive criticism as defined by Atkins Douglas in Reading deconstruction and deconstructive reading.
Itikadi za kiuana katika methali za kinyankole na Kiswahili
(Kenyatta, 2023-02) Lubuuka, Yunusu
This research examines gender ideologies in Ankole and Swahili proverbs. The study intended to demonstrate how gender ideologies present gender relations through consent and persuasion between men and women. Ideological beliefs among people, have power of persuasion which makes them to consent to their positions and gender roles on the basis of their sex. Beliefs and attitudes in their day today relations clog in their minds and take things for granted. These beliefs about gender relations which are influenced by consent and persuasion, are rooted in society that is male dominated. This has been arrived at by studying gender relations and how they manifest in gender ideologies. Also, the researcher has critically analyzed proverbs to bring out ideological contradictions and their effects on gender equality through Ankole and Swahili proverbs. To the best of the researcher’s knowlege, there was no in-depth scholary analysis that had been done before that showed gender ideologies present gender relations through consent and persuasion between men and women. This research sought to fill this gap. Proverbs presenting gender ideologies written in four selected Ankole and Swahili anthropology books purposively to satisfy the aim of the study were selected and analyzed. These books are; Enfumu z’omurunyankore Rukiga by Saite (1989), Kamusi ya Methali za Kiswahili by King’ei na Ndaru (1989), Kamusi ya Methali by Wamitila (2001) na Dafina Hazina ya Kiswahili (Seif Al Habsy, 2012). Library data has been collected from books of anthropoloies. Collected data included proverbs presenting gender ideologies in Ankole and Swahili communities. This study has been both a library and a field one. The theories of Ideology, African based Feminism and Deconstructionism have been used. The Ideological theory guided this study as a major theory to analyze different gender ideologies in Ankole and Swahili proverbs and to assess how ideologies influence gender relations by consent and through persuasion. This theoretical perspective has been used to understand clearly the gender ideologies, gender relations, and gendered roles and how those gender ideologies impact on gender equality in Ankole and Swahili proverbs. African based Feminism theory (Steady 1981) has been used. The theory basically focuses on gender equality without discrimination of human beings on the basis of their biological creation. Also, the theory delves into the existing gender differences which are a creation of social practices socially, politically and culturally. This theoretical approach has been used to study clearly gender ideologies, gender relations in relation to roles carried out, rights of women and how those ideologies impact on gender equality through Ankole and Swahili proverbs. The Deconstructionism theory (Abrams na Harpham 2014) has guided this study to analyse the contradictions in proverbs and their impact on gender equality presented in Ankole and Swahili proverbs depicting gender ideologies. This theory has helped in a thorough analysis of proverbs in presenting various meanings which present gender contradictions. Interview guide and recording gadgets were used to collect data from individual respondents and focus groups in the districts of Kiruhura and Sheema in western Uganda and the coastal towns of Mombasa, Lamu, and Zanzibar. Purposive sampling has been used to identify and interview the respondents who are scholars and experts, women and men of average age. Data has been analysed qualitatively and then presented in accordance with the objectives of the study guided by the adopted theories. Eventually, the study has demonstrated how gender ideologies present gender relations through consent and persuasion that exist between men and women. Also, the study has been able to bring out gender ideology contradictions and their impact on gender equality in Ankole and Swahili proverbs.
Workplace sexual harassment as a feature of precarious work in Uganda's agro-processing factories: “Mince your words and watch yourself”
(Development Policy Review, 2023-02-04) Oosterom, Marjoke; Namuggala, Victoria; Nankindu, Prosperous
Motivation The agro-processing sector in Uganda provides jobs to large numbers of workers. While paid work is supposed to be empowering for women, the factory jobs are informal and unsafe, and workplace sexual harassment undermines women's empowerment. To enable decent jobs for women, it is important to understand what constrains their voice and agency in responding to workplace sexual harassment. Purpose The article aims to show how workplace sexual harassment is a key feature of precarious work for women working in low-skilled, informal jobs in factories. The study asked how gender norms and informality in labour arrangements that are part of global capitalist labour relations influence young women's voice and agency in response to sexual harassment at work. Methods and approach Twenty in-depth interviews were carried out with factory workers in seven different agro-processing factories in Uganda's capital Kampala, supplemented with participatory methods like Safety Audits and Body Mappings. Findings We show the informal nature of jobs in factories and how precarious working conditions create the risks of experiencing sexual harassment by managers and supervisors. Keeping jobs informal enables factories to eschew workplace policies. Young women's experiences and articulation of sexual harassment are constrained by social and gender norms; and norms influence factory-based mechanisms, where they exist. Women rely on informal tactics to prevent sexual harassment. Policy implications The policy implications of the research include the importance of improving the implementation of formal complaints mechanisms; and especially developing young women's political capacities to protest collectively against harassment and seek redress, and addressing social and gender norms.
Gye nvudde w’ensomesa y’Oluganda
(Journal for Language Teaching, 2024-06-15) Yawe Nakandi, Rehema; Mayanja, Moses
Gye buva bwenkana, olulimi lwonna lwa mugaso nnyo mu bulamu bw’omuntu; lumusobozesa okuwuliziganya n’abalala ate lumwawula ku bantu b’amawanga amalala kubanga lwe lukongojja ebyobuwangwa by’eggwanga lye. Lusobola okumukulaa-kulanya mu mbeera zonna; gamba mu byenfuna, mu byobufuzi, mu byeddiini wamu ne mu by’enkolagana n’abalala kubanga aluyigiramu era n’alukoleramu ebintu bingi. Okuva edda n’edda, Abaganda baasomesebwanga Oluganda era ne bayita mu lwo okwekulaakulanya mu mbeera zonna. Beeyambisanga litulica omwogere gwe baatambuzanga okuva ku mulembe ogumu okudda ku mulala, ng’abantu abakulu wamu n’abaabanga n’ebitone eby’enjawulo be bavunaanyizibwa ku kuten-deka emigigi emito - nga babalaga enkola y’ebintu ko n’okubeenyigizaamu. Ensomesa y’Oluganda yatambula kinnawadda okutuusa lwe yajjirwa Abazungu abaakyusa enteekateeka yaayo nga n’ekisinga byonna, be Bazungu okuggya Abaganda ku byabwe ate ne batandika okubasigamu ebyabwe (eby’Abazungu). Olwaleero, ebyenjigiriza ebisobozesa omuntu okufuuka yinjiniya, omusawo, omubazi w’ebitabo oba omukugu ow’engeri endala yonna, bisibukira ddala ku byenjigiriza bya Bajjajjaffe ebyakakasanga nti omwana atendekebwa obukugu obwamusobozesanga okuwangaala mu nsi. Noolwekyo, tugamba nti kirungi bitobekebwe mu byenjigiriza ebyo-mulembe guno ogwa saayansi ne tekinologiya kubanga bikyali bya mugaso nnyo mu kukuza omwana omuntumulamu era alibeera ow’omugaso mu nsi. Olupapula luno luwa ennyanjula; ennyinyonnyola y’ebigambo ebi-kulu; ne lulambika ensomesa y’Oluganda okuva ng’Abazungu tebannajja; nga bamaze okujja; okusoomoozebwa kwe luzze lusanga; ne kibaako n’amagezi ge kiwa mu buufu obwo.
Harnessing whatsapp for continuous professional development: a selfdirected approach for luganda teachers
(East African Journal of Education Studies, 2025-06-09) Masaazi, Fred Masagazi; Edward Masembe; Willy Ngaka Prosperous Nankindu
This study examines the Luganda Teachers Association WhatsApp group as a self-directed Continuous Professional Development (CPD) medium. It was established that the group facilitates teacher collaboration, experience sharing, and skill development in areas such as pedagogy, lesson planning, classroom practices, and assessment. Employing discourse analysis, the researchers dedicated a significant portion of the study to examining members' posts, extracting meaning, and identifying themes and patterns aligned with the study's objectives. The analysis focused on forum administration, professional and social benefits, and prevalent discussion topics, providing a comprehensive understanding of the online community's dynamics. The findings highlight the benefits of using WhatsApp for professional and social development, including enhanced teaching skills and community building. However, the study also notes the potential risks of over-dependence on WhatsApp as a source of information, which may impact professional growth and mental well-being. The study recommends that teachers shouldn’t entirely use WhatsApp for continuous professional development. The Ministry of Education should revive the traditional method of holding a physical CPD programme. A regulatory framework is also necessary to help teachers overcome dependence on WhatsApp as a professional development outlet.
Multilingualism as a resource for literacy acquisition and development in primary schools in Uganda
(East African Journal of Education Studies, 2026-01-28) Nankindu, Prosperous; Masembe, Edward
This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda.
Article 6 of the 1995 constitution of the republic of Uganda: an exploration of a language policy and planning process in a multilingual African country
(East African Journal of Arts and Social Sciences, 2026-02-06) Prosperous Nankindu
This paper, through archival research, publishes the language policy of Uganda, which is stated in the 1995 Constitution of the country. The paper made a Critical Discourse Analysis of the drafting history of the Constitution. The debate by the Constituent Assembly delegates, who drafted the constitution, clearly indicated a lack of harmony on the language issue. The delegates concluded that the former colonial language, English, is the official language of Uganda, a state of affairs in almost all countries which were under British rule. The study concludes that the key principles of the constitution, unity, peace, equality and freedom, cannot be achieved through the recommended media of communication in official capacities and in schools.
Language in education policy debates in Africa today
(Journal of Linguistics, Literary and Communication Studies, 2026-02-21) Nankindu, Prosperous; Ssembatya, Henry Hollan
Through critical research methods using document analysis, this study investigated the current Language in Education Policy (LiEP) debates in Africa. There are many such debates going on across the continent but the literature available is very thin. Three multilingual African countries; the Federal Republic of Nigeria, the Republic of Congo and Islamic Republic of Mauritania were selected for the study. The study found out that, colonial languages are dominant and are the languages mainly used as media of instruction in schools and languages of assessment in the sampled countries. Although three countries were selected, the debates are not any different in the rest of the African countries. The findings of this research are generalisable to the situation across the entire continent thus critical in influencing future LiEP on the continent. It is imperative to note that, the use of colonial languages in education should not be at the expense of African languages.

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