Either/or Literacies: Teachers' Views on the Implementation of the Thematic Curriculum in Uganda

Autor/inn/en	Ssentanda, Medadi E.; Wenske, Ruth S.
Titel	Either/or Literacies: Teachers' Views on the Implementation of the Thematic Curriculum in Uganda
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 6, S.1098-1116 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ssentanda, Medadi E.) ORCID (Wenske, Ruth S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1995700
Schlagwörter	Foreign Countries; Curriculum Development; Native Language; Native Language Instruction; Teacher Attitudes; Educational Policy; Language Usage; English (Second Language); Bilingualism; Language Attitudes; Elementary School Teachers; Uganda + Suchen Sie Ihr Suchwort? Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Native language education; Muttersprachlicher Unterricht; Lehrerverhalten; Politics of education; Bildungspolitik; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingualismus; Sprachverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This article seeks to understand the challenges of literacy acquisition under the Thematic Curriculum reform in Uganda, which introduced Mother Tongue instruction in lower primary. We compare teachers' perspectives from two central districts using Luganda and two peripheral districts using Ateso, drawing on a multi-layered approach to understand the interplay between policy, pedagogical, and conceptual-level factors that shape the way Mother Tongue instruction is implemented. We show how teachers cope with the challenges of parallel literacy instruction in two languages against the dilemma of which language to prioritise. By focusing on teachers' agency, we suggest that teachers' language choices demonstrate the bilingual realities of Ugandan schools and societies, which undermine either/or narratives that pit English and local languages against each other. Our main contribution is in exposing teachers' unofficial classroom practices and relating these to an interplay between micro- and macrolevel factors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01