Challenges of Using English as A Medium of Instruction in The Upper Part of Primary Schools in Rural Uganda A Case of One Primary School in Mpigi District

TABLE OF CONTENTS

DECLARATION

APPROVAL ii

DEDICATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

TABLE OF CONTENTS vi

CHAPTER ONE INTRODUCTION

I An Overview of language in education policy in Uganda I

I .2 Statement ol the Problem 5 -4 1 .3 Purpose of the study 6

1.4 Speci[ic Oh~ectives oithe study 6

1 .5 Research questions 7

.5. ~1ain escaich question 7

1.5.2 Specilic research questions 7

1.6 Scope oithe study 7

1.7 Signilicance of the study 7

CHAPTER TWO LITERATURE REVIEW 9

2.0 Introduction 9

2.1 Overview 9

2.2 The Role of English in the Education System of Uganda 10

2.3 English as a Medium of Instruction I

vi

.6

2.4 Mother Tongue versus ~~ish.12

2.5 Language Policy Development in the Primary School System 16

2.6 Monitoring and Assessment ofLanguage Acquisition 18

2.7 Communication Skills 19

2.8 Learning With, In and From the first language 19

CHAPTER THREE RESEARCH METHODOLOGY 21

3.0 Introduction 21

3.1 Research design 21

3.1.1 Case study 22

3.1.2 Triangulation 23

3.2 Research Methods 23

3.2.1 Interviews 23

3.2.2 Participant Observation 28

3.2.3 Document analysis 30

3.3 Population sample 31

3.3.1 Sampling techniques 32

3.3.1.1 Purposive sampling 33

3.3.1.2 Sample size 33

3.4 Data Collection Procedure 34

3.5 Data Analysis 34

3.6 Emerging issues 36

3.6.1 Limitations ofthe study 36

3.62 Reliability and Validity 37

vi’

CHAPTER FOUR PRESENTATION, DISCUSSION AND ANALYSIS 40

4.0 Introduction .40

4.1 I-low do Teachers Use English as a Medium of Instruction in the Upper part of Primary

Schools of Mpigi district” 41

4.1.1 The commonly Used Local Language in the School Environment 41

4.1.2 The Medium of Instruction Used in the Upper part of Primary Schools ofMpigi

district 42

4.1 .3 Problems encountered in Using English as a Medium of Instruction 44

4.1.3.1 Pupils’ Class Participation 44

4.1.3.2 Code-switching 46

4.1 .3.3 Pupils’ understanding 47

4.1.3.4 Problems with Examinations 50

4. I .4 Staff Opinions on the Medium of Instruction 52

4.1.4.1 Support for English 53

4. I .4.2 Support for I oca I rn000gcs 5-I

4.2 I-low does Government Facilitate Teachers in Using English as a Medium of Instruction

in the upper part ol primary schools of Mpigi District? 55

4.2.1 Instructional Materials 55

4.2.2 Monitoring and Supervision 57

4.3 How does English as a N4edium of Instruction Affect Pupils’ Performance in the Upper

part of Primary Schools in Mpigi district? 59

CHAPTER FIVE CONCLUSION AND RECOMMENDATIONS

5.0 Introduction 63

5i Conclusion 63

5.2 General Recommendations 65

VII

REFERENCES .68

APPENDICES 70

Appendix I: Interview guide for the Teachers 70

Appendix II: Interview guide for the Head Teacher 71

Appendix III: Interview guide for Pupils 72

Appendix IV: Classroom Observation 73

—4

ix

.4

CHAPTER ONE INTRODUCTION -. Uganda is a country composed of different ethnic groupings that were united to form a natibn. As a result, the search and use of a common language in governance and administration of institutions of which education forms part, suffered a terrible set-back during the British colonization between 1887 and 1962. While a section of the population advocated for the most dominant local language to be used as the official, national language, minority ethnic groups

rejected this claim and instead advocated for a neutral/foreign language. In this chapter, 1 have presented a general overview of the language situation before and during independence and the transformations that have occurred in the development and application of a language policy in Uganda generally and specifically a medium of instruction in schools.