Abstract:
Primary schools in Uganda have to choose one medium of instruction (MOI) to be used by teachers
in the lower primary classes under a Mother Tongue-based Multilingual Education (MT-MLE)
model. The national Language of Instruction (LOI) policy requires all schools to choose between a
familiar indigenous language and English (the second language) except those in urban areas that
may use English right from the start. This paper discusses how choice and use of the languages
chosen as MOI impacts on the level of learner comprehension and participation. The objective of
this paper is to investigate the degree of learner participation when different MOI types are used
for instruction. A qualitative approach was used to collect and analyse data from participants in
purposively selected case schools. Data were generated and collected, using lesson observation and
documentary analysis from lower primary classes in purposively selected schools located in
linguistically diverse communities. Analysis of data was done and the findings indicate that effective
learner participation varies with the degree of familiarity of the language(s) used as MOI to the
pupils. The paper makes recommendations on how effective learner participation can be realised
using different combinations of pedagogical practices and MOI choices under the prevailing LIE
policy.
