Teaching reading and writing in local language using the child-centred pedagogy in Uganda
| Autor: | Dora Lucy Akello, Greetje Timmerman, Speranza Namusisi |
|---|---|
| Přispěvatelé: | Education in Culture |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Medium of instruction
AFRICA Linguistics and Language Teaching method First language media_common.quotation_subject mother tongue Language and Linguistics Reading (process) Pedagogy Mathematics education Learning to read Multilingualism Language proficiency Local language medium of instruction media_common 060201 languages & linguistics participatory action research 05 social sciences 050301 education EDUCATION 06 humanities and the arts REFORM child-centred pedagogy 0602 languages and literature classroom methodology Psychology 0503 education |
| Zdroj: | Language and Education, 30(3), 252-266 |
| ISSN: | 0950-0782 |
| DOI: | 10.1080/09500782.2015.1106553 |
| Popis: | Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was introduced. This intervention, however, did not yield the expected results. Children taught in the local language still had problems in reading and writing. A participatory action research framework was used to gain insights into the child's learning to read and write within a re-emphasised child-centred pedagogy. In this paper, we argue that involving children at individual and group levels, conducting continuous assessment and using appropriate instructional materials help children to learn and improve their proficiency in reading and writing. Some pupils, however, still find difficulties in reading three syllable words, constructing simple sentences and punctuating their work. For the children to improve their proficiency in reading and writing in their mother tongue, the teachers need to use more instructional materials, carry out continuous assessment in small groups and design learning activities that promote children's interaction and participation. |
| Databáze: | OpenAIRE |
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