536
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Either/or literacies: teachers’ views on the implementation of the Thematic Curriculum in Uganda

ORCID Icon & ORCID Icon

References

  • Altinyelken, H. K. 2010. “Curriculum Change in Uganda: Teacher Perspectives on the New Thematic Curriculum.” International Journal of Educational Development 30 (2): 151–161. doi:10.1016/j.ijedudev.2009.03.004.
  • Altinyelken, H. K., S. Moorcroft, and H. Van Der Draai. 2014. “The Dilemmas and Complexities of Implementing Language-in-education Policies: Perspectives from Urban and Rural Contexts in Uganda.” International Journal of Educational Development 36: 90–99. doi:10.1016/j.ijedudev.2013.11.001.
  • Arthur-Shoba, J., and F. Chimbutane (eds.). 2013. Bilingual education and language policy in the global south. New York: Routledge.
  • Arthur-Shoba, J. 2013. “The Formation of Language Values and Educational Language Policy Beliefs among Teacher Educators in Ghana: A Life-history Approach.” In Bilingual Education and Language Policy in the Global South, edited by J. A. Shoba and F. Chimbutane, 44–62. New York: Routledge.
  • Banda, F. 2010. “Defying Monolingual Education: Alternative Bilingual Discourse Practices in Selected Coloured Schools in Cape Town.” Journal of Multilingual and Multicultural Development 31 (3): 221–235. doi:10.1080/01434631003658073.
  • Barrett, A. M. 2009. “African Teacher Narratives in Comparative Research.” In Narrative Research on Learning: Comparative and International Perspectives, edited by S. Trahar, 109–128. Oxford: Symposium Books.
  • Benson, C. J. 2002. “Real and Potential Benefits of Bilingual Programmes in Developing Countries.” International Journal of Bilingual Education and Bilingualism 5 (6): 303–317. doi:10.1080/13670050208667764.
  • Blachman, B. 2000. “Phonological Awareness.” In Handbook of Reading Research. Vol. III, edited by M. L. Kamil, P. B. Mosenthal, P. D. Pearson and R. Barr, 483–502. Mahwah, NJ: Erlbaum.
  • Bourdieu, P. 1991. Language and Symbolic Power, edited by J. B. Thompson. Cambridge: Polity Press.
  • Brunette, T., B. Piper, R. Jordan, S. King, and R. Nabacwa. 2019. “The Impact of Mother Tongue Reading Instruction in Twelve Ugandan Languages and the Role of Language Complexity, Socioeconomic Factors, and Program Implementation.” Comparative Education Review 63 (4): 4. doi:10.1086/705426.
  • Bunyi, G. 2005. “Language Classroom Practices in Kenya.” In Decolonisation, Globalisation: Language-in-education Policy and Practice, edited by A. Lin and P. W. Martin, 133–154. Clevedon: Routledge.
  • Cummins, J. 2000. Language, Power and Pedagogy. Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
  • Douglas Fir Group. 2016. “A Transdisciplinary Framework for SLA in A Multilingual World.” The Modern Language Journal 100 (S1): 19–47. doi:10.1111/modl.12301.
  • Furley, O. W., and T. Watson. 1978. A History of Education in East Africa. New York: NOK Publishers.
  • Garcia, O. 2009. Bilingual Education in the 21st Century. Oxford: Wiley Blackwell.
  • Garcia, O., and L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. London: Plagrave Macmillan.
  • Heugh, K. 2013. “Ethnographic Research in Bilingual and Trilingual Education Systems of Ethiopia.” In Bilingual Education and Language Policy in the Global South, edited by J. Arthur Shoba and F. Chimbutane, 104–123. New York: Routledge.
  • Hornberger, N. H., and D. C. Johnson. 2007. “Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice.” TESOL Quarterly 41 (3): 509–532. doi:10.1002/j.1545-7249.2007.tb00083.x.
  • Jones, B. 2008. Beyond the state in rural Uganda. Edinburgh: Edinburgh University Press.
  • Kamwangamalu, N. M. 2016. Language Policy and Economics: The Language Question in Africa. London: Palgrave Macmillan.‏.
  • Kateeba, C. 2009. “Thematic Curriculum; Implications for Mother Tongue Education in Uganda.” Mother Tongue Day Conference, Makerere University, Institute of Languages: National Curriculum Development Centre.
  • Kewaza, S., and M. I. Welch. 2013. “Big Class Size Challenges: Teaching Reading in Primary Classes in Kampala, Uganda’s Central Municipality.” US-China Education Review 3 (5): 283–296.
  • Makalela, L. 2016. “Ubuntu Translanguaging: An Alternative Framework for Complex Multilingual Encounters.” Southern African Linguistics and Applied Language Studies 34 (3): 187–196. doi:10.2989/16073614.2016.1250350.
  • Mfum‐Mensah, O. 2005. “The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities.” Comparative Education 41 (1): 71–85. https://doi.org/10.1080/03050060500073256
  • Namyalo, S., and J. Nakayiza. 2015. “Dilemmas in implementing language rights in multilingual Uganda.” Current Issues in Language Planning 16 (4): 409–424. https://doi.org/10.1080/14664208.2014.987425
  • Namyalo, S., and J. Nakayiza. 2014. “Current Issues in Language Planning Dilemmas in Implementing Language Rights in Multilingual Uganda.” Current Issues in Language Planning 16 (4): 37–41.
  • Nankindu, P. 2014. “Language in Education Policy and Literacy Acquisition in Multilingual Uganda: A Case Study of the Urban District of Kampala.” PhD diss., University of the Western Cape.
  • National Curriculum Development Centre. 2008. Primary School Curriculum for Uganda: Primary 3. Kampala: Ministry of Education and Sports.
  • National Curriculum Development Centre. 2016. The National Primary School Curriculum for Uganda: Primary 1. Kampala: Ministry of Education and Sports.
  • Ollerhead, S. 2010. “Teacher Agency and Policy Response in the Adult ESL Literacy Classroom.” TESOL Quarterly 44 (3): 606–618‏. doi:10.5054/tq.2010.230742_1.
  • Penny, A., M. Ward, T. Read, and H. Bines. 2008. “Education Sector Reform: The Ugandan Experience.” International Journal of Educational Development 28 (3): 268–285. doi:10.1016/j.ijedudev.2007.04.004.
  • Pennycook, A. 2008. “Critical Applied Linguistics.” In The Handbook of Applied Linguistics, edited by A. Davies and C. Elder, 784–807. Oxford, UK: Blackwell.
  • Pickering, L. 1995. The Mangle of Practice: Time, Agency and Science. Chicago, IL: University of Chicago Press.
  • Read, T., and S. Enyutu. 2004. The Uganda Primary Curriculum Review Road Map: For the Implementation of the Curriculum Reforms Recommended by the Primary Curriculum Review Report and Approved by the Ministry of Education and Sports.
  • Ricento, T. K., and N. H. Hornberger. 1996. “Unpeeling the Onion: Language Planning and Policy and the ELT Professional.” TESOL Quarterly 30 (3): 401–427. doi:10.2307/3587691.
  • Riches, C., and F. Genesee. 2006. “Literacy: Crosslinguistic and Crossmodal Issues.” In Educating English Language Learners: A Synthesis of Research Evidence, edited by F. Genesee, K. Lindholm-Leary, W. M. Saunders and D. Christian, 64–108. Cambridge: Cambridge University Press.
  • Ruiz, R. 1984 [2017]. “Orientations in Language Planning.” In Honoring Richard Ruiz and His Work on Language Planning and Bilingual Education, edited by N. C. Hornberger, 13–32. Bristol: Multilingual Matters.
  • San Francisco, A. R., M. Carlo, D. August, and C. E. Snow. 2006. “The Role of Language of Instruction and Vocabulary in the English Phonological Awareness of Spanish–English Bilingual Children.” Applied Psycholinguistics 27 (2): 229–246. doi:10.1017/S0142716406060267.
  • Ssekamwa, J. C. 2000. History and Development of Education in Uganda. 2nd ed. Kampala, Uganda: Fountain Publishers.
  • Ssentanda, M., F. Southwood, and K. Huddlestone. 2019. “Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda.” Language Matters 50 (2): 141–163. https://doi.org/10.1080/10228195.2018.1536162
  • Ssentanda, M. E. 2013. “Exploring Connections: Reflections on Mother-tongue Education in Postcolonial Uganda.” Stellenbosch Papers in Linguistics Plus 42: 281–296. doi:10.5842/42-0-163.
  • Ssentanda, M. E., K. Huddlestone, and F. Southwood. 2016. “The politics of mother tongue education: The case of Uganda.” Per Linguam: Journal of Language and Learning 32 (3): 60–78. https://doi.org/10.5785/32-3-689
  • Sutton, M., and B. A. U. Levinson. 2001. Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy. Westport: Ablex Publishing.
  • Tabulawa, R. 2013. Teaching and Learning in Context: Why Pedagogical Reforms Fail in Sub-Saharan Africa. Dakar, CODESRIA: African Books Collective.
  • Tembe, J., and B. Norton. 2008. “Promoting local languages in Ugandan primary schools: The community as stakeholder.” Canadian Modern Language Review 65 (1): 33–60. https://www.utpjournals.press/doi/abs/10.3138/cmlr.65.1.33
  • Uwezo. 2016. Are Our Children Learning? Uwezo Uganda 6th Learning Assessment Report. Kampala: Uwezo.
  • Van de Kuilen, H., H. K. Altinyelken, J. M. Voogt, and W. Nzabalirwa. 2020. “Recontextualization of Learner-centred Pedagogy in Rwanda: A Comparative Analysis of Primary and Secondary Schools.” Compare: A Journal of Comparative and International Education 1–18. doi:10.1080/03057925.2020.1847044.
  • Wenske, R. S., and M. E. Ssentanda. 2021. ““I think it was a trick to fail Eastern”: A multi-level analysis of teachers’ views on the implementation of the SHRP Program in Uganda.” International Journal of Educational Development 80: 1–14. https://doi.org/10.1016/j.ijedudev.2020.102309

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.