Local Language a Medium of Instruction: Challenges and Way Forward

Autor/inn/en	Akello, Lucy Dora; Timmerman, M. C. Greetje
Titel	Local Language a Medium of Instruction: Challenges and Way Forward
Quelle	In: Educational Action Research, 26 (2018) 2, S.314-332 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
DOI	10.1080/09650792.2017.1319287
Schlagwörter	Language of Instruction; Action Research; Participatory Research; Focus Groups; Interviews; Translation; Language Proficiency; Elementary School Students; African Languages; Literacy; Reading Difficulties; Writing Difficulties; Workbooks; Instructional Materials; Teaching Methods; Student Centered Learning; Student Evaluation; Reflective Teaching; Teacher Collaboration; Instructional Improvement; Foreign Countries; Parent Role; Teacher Student Ratio; Elementary School Teachers; Observation; Workshops; Feedback (Response); Uganda + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Projektforschung; Forschungstätigkeit; Interviewing; Interviewtechnik; Language skill; Language skills; Sprachkompetenz; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Reading difficulty; Leseschwierigkeit; Schreibstörung; Arbeitsbuch; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulnote; Studentische Bewertung; Lehrerkooperation; Unterrichtsqualität; Ausland; Parental role; Elternrolle; Lehrer-Schüler-Relation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Lernwerkstatt; Schulung
Abstract	The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers' language proficiency, lack of instructional materials, high pupils' enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils' learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils' competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils' learning, and collaboratively decide what works best and what needs improvement in their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01