Use of multilingualism approach and primary three pupils’ performance in literacy: a case of Kabale municipality
Literacy skills are crucial for communication success that is used for transactions in today’s information age. While many interventions have been developed to improve children’s performance in literacy in lower primary classes, reports indicate minimal progress in literacy. New approaches that include use of local languages as a medium of transmitting literacy are now being advocated, however, success is yet to be recorded. For this study, the researcher intended to find out the relationship between multilingualism approach and pupils performance in Literacy. The study focused on identifying whether teachers are competent in using the Multilingualism Approach to improve pupil’s performance in Literacy; establishing available support systems for children in schools that enhance use of the Multilingualism Approach to develop Literacy and Establishing the relationship between the Multilingualism Approach and Pupil’s Performance in Literacy. The researcher used the findings of the study to help teachers improve the pupil’s performance in Literacy using the Multilingualism Approach. The cross sectional research design study under the mixed approach was done in Kabale Municipality, among all the 22 Government aided primary schools. The respondents were: the 2 Inspectors of schools 22 head teachers of the 22 Government aided Primary Schools, 22 primary three teachers of Literacy, and 440 primary three children selected by simple random sampling. Data was collected using questionnaires, interviews and observation. It was later analysed descriptively and by use of correlation. It was found out that despite teachers training in using the multilingualism approach in teaching, they did not have enough competences in using the approach. The recommendations were; Policy implementers should make use of the availing policy and improve the children’s Literacy skills through the use of Multilingualism. This gesture will ensure head teachers provide the teachers of Literacy with opportunities that enhance their competences in using the multilingualism approach. These competences could be enhanced by provision of Continuous professional development through different kinds of workshops and trainings on the use of Multilingualism approach.