Journal Articles

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Factors affecting the initial literacy development of urban and rural learners in the Iganga district, Uganda
(Per Linguam : a Journal of Language Learning, 2005-01-01) Banda, Felix; Kirunda, Rebecca
The initial motivation for the study was data from the Ministry of Education in Uganda that suggests that in terms of academic performance, urban learners continually outperform rural schools at primary and secondary school levels (Ministry of Education 2002). At present all government examinations are written in English. However, the language in education policy in Uganda differentially stipulates the use English as medium of instruction in urban schools and the use of the mother tongue in rural schools (cf. Kyeyune 2004). Other factors which mitigate against rural learners' successful academic performance are untrained educators, poor infrastructure and school management practices in rural schools, poverty, lack of supportive academic discourse practices, and a general lack of enthusiasm among rural parents (most of whom have very little formal education) for their children's education. Using data from observations of selected urban and rural homes and schools in The Iganga district and field notes in the form of diary entries, the study draws on New Literacy Studies (NLS) particularly the notion of literacy as social practice (Street 2001; Gee 2000; Baynham 2000, 2001), to explore the differential effect of urban and rural-based acculturation processes on the initial literacy development of learners. Finally, since 88% of Ugandans live in rural areas (Uganda Bureau of Statistics 2002), the pedagogical implications for primary schools are discussed and suggestions are made on how to establish an inclusive education system.
Towards an integrated teaching of foreign languages in institutions of higher learning
(African Journal: Journal of Emerging Trends in Educational Research and Policy Studies., 2018-02-01) Bakurumpagi, Victoria
This study is based on interviews we had with 40 respondents half of whom had done what we called course switching in order to have content and language learning because to them, one without the other seemed inadequate in today`s job market. This resulted in doing two Bachelor`s degree, one after another instead of going straight for a Master`s degree program. We try to understand the rationale behind this decision and propose how foreign language learning should be restructured in Higher Institutions of learning in order to teach languages in the way that students of the 21st century want. We also offer insights on why it is important to study foreign languages in this globalized world. The study is based on the experiences of students and alumni of Kyambogo and Makerere University. These experiences contain interesting lessons which are pointers to new ways learners are suggesting to their institutions of Higher learning if they are to embrace the study of languages wholeheartedly. Students are yearning for integration of foreign languages both in sciences and arts courses. To these learners, the era of segregated teaching of foreign languages appears irrelevant and updated.
The Use of Carnival Features for the Promotion of a New African Image in the Novels of Ouologuem, Kourouma and Labou Tansi
(African Journal of Education, Science and Technology, 2018-04) Bakurumpagi, Victoria
In this article, after defining the concepts of the Negro myth and the carnival, I show what these three novels have in common: giving the impression that the negative image given to Black Africa by Europe was justified while at the same time giving a fresh interpretation of many of the prejudices against the black man since slave trade. The article shows that the creation of African imaginary territories and the dual language characteristic of the carnival are intended to promote a new African image. In order to arrive at the interpretation given here, I used the postcolonial theory as described by Edward Said Culture and imperialism and the deconstructive criticism as defined by Atkins Douglas in Reading deconstruction and deconstructive reading.
Gye nvudde w’ensomesa y’Oluganda
(Journal for Language Teaching, 2024-06-15) Yawe Nakandi, Rehema; Mayanja, Moses
Gye buva bwenkana, olulimi lwonna lwa mugaso nnyo mu bulamu bw’omuntu; lumusobozesa okuwuliziganya n’abalala ate lumwawula ku bantu b’amawanga amalala kubanga lwe lukongojja ebyobuwangwa by’eggwanga lye. Lusobola okumukulaa-kulanya mu mbeera zonna; gamba mu byenfuna, mu byobufuzi, mu byeddiini wamu ne mu by’enkolagana n’abalala kubanga aluyigiramu era n’alukoleramu ebintu bingi. Okuva edda n’edda, Abaganda baasomesebwanga Oluganda era ne bayita mu lwo okwekulaakulanya mu mbeera zonna. Beeyambisanga litulica omwogere gwe baatambuzanga okuva ku mulembe ogumu okudda ku mulala, ng’abantu abakulu wamu n’abaabanga n’ebitone eby’enjawulo be bavunaanyizibwa ku kuten-deka emigigi emito - nga babalaga enkola y’ebintu ko n’okubeenyigizaamu. Ensomesa y’Oluganda yatambula kinnawadda okutuusa lwe yajjirwa Abazungu abaakyusa enteekateeka yaayo nga n’ekisinga byonna, be Bazungu okuggya Abaganda ku byabwe ate ne batandika okubasigamu ebyabwe (eby’Abazungu). Olwaleero, ebyenjigiriza ebisobozesa omuntu okufuuka yinjiniya, omusawo, omubazi w’ebitabo oba omukugu ow’engeri endala yonna, bisibukira ddala ku byenjigiriza bya Bajjajjaffe ebyakakasanga nti omwana atendekebwa obukugu obwamusobozesanga okuwangaala mu nsi. Noolwekyo, tugamba nti kirungi bitobekebwe mu byenjigiriza ebyo-mulembe guno ogwa saayansi ne tekinologiya kubanga bikyali bya mugaso nnyo mu kukuza omwana omuntumulamu era alibeera ow’omugaso mu nsi. Olupapula luno luwa ennyanjula; ennyinyonnyola y’ebigambo ebi-kulu; ne lulambika ensomesa y’Oluganda okuva ng’Abazungu tebannajja; nga bamaze okujja; okusoomoozebwa kwe luzze lusanga; ne kibaako n’amagezi ge kiwa mu buufu obwo.

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