Mother tongue education and transition to English medium education in Uganda : teachers perspectives and practices versus language policy and curriculum

[摘要] ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingualeducation in ten primary schools in Uganda. The primary aim of this study was to explorehow teachers understand and manage the process of transitioning from mother tongue (MT)education to English as a language of learning and teaching (LoLT).In this study I used a multi-method approach involving questionnaires, classroomobservations, follow-up interviews and note taking. Data was analysed using a theme-basedtriangulation approach, one in which insights gleaned from different sources are checkedagainst each other, so as to build a fuller, richer and more accurate account of thephenomenon under study. This data was gathered firstly from teachers and classes in the firstthree years of formal schooling (P1 to P3) in order to understand the nature ofmultilingualism in the initial years of primary schooling and how teachers use MT instructionin preparation for transition to English-medium education that occurs at the end of these threeyears. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine themanner in which teachers handle transition from MT instruction in P4 and then shift into theuse of English as LoLT in P5.The study has identified discrepancies between de jure and de facto language policy that existat different levels: within schools, between government and private schools in implementingthe language-in-education policy, and, ultimately, between the assumptions teachers have ofthe linguistic diversity of learners and the actual linguistic repertoires possessed by thelearners upon school entry. Moreover, the study has revealed that it is unrealistic to expectthat transfer of skills from MT to English can take place after only three years of teachingEnglish and MT as subjects and using MT as LoLT. Against such a backdrop, teachersoperate under circumstances that are not supportive of effective policy implementation. Inaddition, there is a big gap between teacher training and the demands placed on teachers inthe classroom in terms of language practices. Moreover, teachers have mixed feelings aboutMT education, and some are unreservedly negative about it. Teachers' indifference to MTeducation is partly caused by the fact that MTs are not examined at the end of primary schooland that all examination papers are set in English. Furthermore, it has emerged that Uganda'spre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available toall Ugandan children, and universally is offered only in English.The findings of this study inform helpful recommendations pertaining to the language-ineducationpolicy and the education system of Uganda. Firstly, there is a need to compilecountrywide community and/or school linguistic profiles so as to come up with a wellinformedand practical language policy. Secondly, current language-in-education policyought to be decentralised as there are urban schools which are not multilingual (as is assumedby the government) and thus are able to implement MT education. Thirdly, the MT educationprogramme of Uganda ought to be changed from an early-exit to a late-exit model in order toafford a longer time for developing proficiency in English before English becomes the LoLT.Fourthly, government ought to make pre-primary schooling compulsory, and MT should bethe LoLT at this level so that all Ugandan children have an opportunity to learn through theirMTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools,the language of examination and/or the examination of MTs will have to be reconsidered.In summary, several reasons have been identified for the mentioned discrepancies between dejure and de facto language-in-education policy in Uganda. This policy was implemented in anattempt to improve the low literacy levels of Ugandan learners. It therefore appears as if thepolicy and its implementation will need revision before this achievable aim can be realised asthere is great difficulty on the teachers' side not only in the understanding but also inmanaging the process of transitioning from MT education to English as LoLT.

[发布机构] Stellenbosch University