Challenges to African Development: The Medium of Instruction in Uganda's Education System

Autor/inn/en	Mulumba, Mathias Bwanika; Masaazi, Fred Masagazi
Titel	Challenges to African Development: The Medium of Instruction in Uganda's Education System
Quelle	In: Pedagogy, Culture and Society, 20 (2012) 3, S.435-450 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2012.712056
Schlagwörter	English (Second Language); Second Language Learning; African Languages; Language of Instruction; Classroom Environment; Foreign Countries; Educational Change; Language Planning; Official Languages; Foreign Policy; Researchers; Technological Advancement; Skill Development; Case Studies; Public Policy; Uganda + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Klassenklima; Unterrichtsklima; Ausland; Bildungsreform; Sprachwechsel; Office language; Amtssprache; Außenpolitik; Researcher; Forscher; Technological development; Technologische Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Öffentliche Ordnung
Abstract	Education, whether formal or informal, is perceived as development and language is the major medium of instruction and communication through which knowledge is transmitted. Documented substantial evidence indicates that Africa was on a positive trend to steady development before colonialism set in. Colonialism ushered in a foreign medium of instruction and disoriented the African technology and the overall education system. Therefore, this study was geared towards assessing the challenges learners face where English as a medium of instruction is employed in the classroom situation in Uganda, and its implications to the attainment of knowledge and skills. The implications of a local language such as Luganda as a medium of instruction were also studied to assess the differences in knowledge and skills' acquisition. Using a case study that involved ethnographic modes of inquiry, the researchers found out that learners had a double task of comprehending the medium of instruction in addition to acquiring the content. Instructions in Luganda were found to be easily absorbed by learners. The researchers recommend an urgent need to implement the National Language Policy where a national language could emerge. The national language would become the medium of instruction in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10