Choice and use of media of instruction in lower primary classes In multi-lingual Uganda

Abstract

In some multilingual societies, the choice of medium of instruction (MOI) depends on the national Language of Instruction (LOI) policy framework. The languages chosen as MOI in different areas and at different levels become the ones through which classroom instruction and assessment is done. Choice is usually automatic in monolingual communities but tends to be difficult in ethno-linguistically diverse communities and urban areas. Therefore, the purpose of this study was to investigate how choice of medium of instruction according to the policy impacts on the pedagogical practices used in schools in ethno-linguistically diverse communities in Uganda. The objectives were identifying the languages chosen and why, comparing the pedagogical practices used, finding out the fluency of teachers in using the selected MOIs and determining the extent to which the selected MOIs were actually used. The study was guided by Socio-Cultural Theory (SCT) by Lev Semeonovich Vygotsky and Critical Theory by Max Horkheimer. This qualitative interpretive study was informed by Constructivism and it adopted a multiple case study design. The study participants were primary school head teachers, lower primary school teachers, and pupils. The study engaged 8 head teachers and 8 teachers of lower primary classes in rural and urban schools in Lyantonde and Tororo districts in Uganda. The sampling of participating schools was purposively done and schools were selected basing on their rural/urban location within the ethno-linguistically diverse areas and the selection of teachers was determined by the classes they taught and languages used in the selected schools. The data collection instruments were an observation schedule, two interview schedules and a document analysis guide. Data were analysed qualitatively by coding them into categories forming relevant themes based on the study variables and objectives. The findings indicated that schools in urban areas or where multiple major indigenous language were used chose L 2 and those in rural areas with one or similar indigenous languages chose the medium from those languages. The use of the chosen languages during instruction varied with the location of the school, the linguistic composition of the pupils and teachers, and the average social economic status of the community. The findings of this study are deemed to be useful in critiquing language of education policies and practices in ethno-linguistically diverse societies where the choice and use of language as media of instruction is a contentious issue. The findings should also inform language policy review in former colonies with issues concerning whether and where to use one or several local languages instead of, or in addition to, their former colonial masters’ languages of wider communication as media of instruction and up to what level. On the basis of the findings, specific recommendations are made in the areas of Language in Education and Language of Education policy formulation and implementation, teacher education and sensitisation of various stake holders in the education industry. One specific recommendation advanced is to sensitise parents and teachers on the benefits of providing education through familiar languages. This may be by publicising highlights of its success in research and practice.