Towards Using Multiple Languages of Instruction to Enhance Comprehension andParticipation in Linguistically Diverse Schools in Uganda.

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.