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Ugandan English: Its sociolinguistics, structure and uses in a globalising post-protectorate
Edited by Christiane Meierkord, Bebwa Isingoma and Saudah Namyalo
[Varieties of English Around the World G59] 2016
► pp. 95–118

Tensions between English medium and mother tongue education in rural Ugandan primary schools

An ethnographic investigation

This chapter focuses on how teachers understand and manage the transition from mother tongue education to English medium education in Uganda. It seeks to investigate how teachers employ English and the mother tongue in the teaching and learning process. The findings reveal that government and private schools in Uganda implement the current language policy in different ways, creating different environments for the exposure of the learners to the English language. Moreover, teachers in the two sets of schools hold different views and engage in varying practices in the teaching and learning of English.
Keywords: codeswitching, mother tongue, teachers' attitudes, thematic curriculum, Ugandan English
Published online: 20 October 2016
DOI logo
https://doi.org/10.1075/veaw.g59.05sse
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