Teaching Reading and Writing in Local Language Using the Child-Centred Pedagogy in Uganda

Autor/inn/en	Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza
Titel	Teaching Reading and Writing in Local Language Using the Child-Centred Pedagogy in Uganda
Quelle	In: Language and Education, 30 (2016) 3, S.252-266 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1106553
Schlagwörter	Intervention; Literacy Education; Language Proficiency; Instructional Materials; Foreign Countries; Sociocultural Patterns; Student Centered Learning; Action Research; Participatory Research; Native Language; Learning Activities; Student Evaluation; Teaching Methods; Language of Instruction; Focus Groups; Teacher Attitudes; African Languages; National Curriculum; English (Second Language); Second Language Learning; Multilingualism; Workshops; Elementary School Students; Elementary School Teachers; Interviews; Observation; Uganda + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Ausland; Soziokulturelle Theorie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Projektforschung; Forschungstätigkeit; Lernaktivität; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Lehrerverhalten; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Lernwerkstatt; Schulung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Beobachtung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01