Abstract:
The Language of Instruction (LIE) Policy in Uganda allows schools to choose the media of instruction (MOI) during the
first four years of primary education. The policy provides that English should be used right from P1 only in the urban
areas and indigenous languages be used elsewhere. In practice, many schools, including peri-urban and even rural
ones, opt for English right from P1 or stop using the indigenous languages earlier than stipulated by the policy. This
article identifies and evaluates the reasons for the choice of MOI by schools. A qualitative approach was used to collect
and analyse data from participants in purposively selected case schools. The identified reasons for the choice of MOI
were informed by an interest in easing the teachers' work and improving the schools' general performance rather
than enhancing individual learner comprehension for content assimilation. Recommendations are made for reviewing
policy, changing teachers' attitudes toward using indigenous languages, and embracing multilingualism as a tool for
achieving interactive comprehension-based learning.
