Browsing by Author "Nankindu, Prosperous"

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Language in education policy debates in Africa today
(Journal of Linguistics, Literary and Communication Studies, 2026-02-21) Nankindu, Prosperous; Ssembatya, Henry Hollan
Through critical research methods using document analysis, this study investigated the current Language in Education Policy (LiEP) debates in Africa. There are many such debates going on across the continent but the literature available is very thin. Three multilingual African countries; the Federal Republic of Nigeria, the Republic of Congo and Islamic Republic of Mauritania were selected for the study. The study found out that, colonial languages are dominant and are the languages mainly used as media of instruction in schools and languages of assessment in the sampled countries. Although three countries were selected, the debates are not any different in the rest of the African countries. The findings of this research are generalisable to the situation across the entire continent thus critical in influencing future LiEP on the continent. It is imperative to note that, the use of colonial languages in education should not be at the expense of African languages.
Multilingualism as a resource for literacy acquisition and development in primary schools in Uganda
(East African Journal of Education Studies, 2026-01-28) Nankindu, Prosperous; Masembe, Edward
This study explores the notion of Linguistic Citizenship (LC) in multilingual contexts of Uganda, where 65 indigenous languages are spoken, and English is used as the main language of education. The core objective of the study was to find out the level of literacy among Primary school learners in Uganda and thereafter establish how multilingualism can be harnessed as a resource for literacy development at the primary school level in Uganda. Through a document analysis of three survey reports, the study identifies three critical issues that stakeholders must address to improve literacy levels in Uganda. These three issues are: (i) Uganda still has many people with no formal education at all, (ii) literacy rates in Uganda are below 50%, and (iii) teaching and learning of local languages can greatly improve literacy in Uganda. Thus, for literacy rates of the country to improve, education policies should shift from a monoglot mentality to a multilingual one. We conclude that multilingualism is a big resource that can be harnessed for literacy development in Uganda.