Ethnic Pluralism and the Challenge of Thematic Curriculum Implementation in Uganda

Autor/in	Amone, Charles
Titel	Ethnic Pluralism and the Challenge of Thematic Curriculum Implementation in Uganda
Quelle	In: Journal of Multilingual and Multicultural Development, 42 (2021) 1, S.52-63 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1671426
Schlagwörter	Educational Change; Curriculum Development; Foreign Policy; Elementary School Curriculum; Native Language; Language of Instruction; African Languages; English (Second Language); Second Language Learning; Ethnic Groups; Cultural Pluralism; Thematic Approach; School Districts; Multilingualism; Language Usage; Foreign Countries; Language Planning; Uganda + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Außenpolitik; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnie; Kulturpluralismus; Themenzentrierter Unterricht; School district; Schulbezirk; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Ausland; Sprachwechsel
Abstract	Uganda has been developing and revising its curricula since the time of British colonial rule. The latest revision of the primary education curriculum led to the introduction of the Thematic Curriculum in 2007. This curriculum requires the use of pupils' mother tongues as languages of instruction from Primary One to Three and then English from Primary Five to Seven. Primary Four is a transitional year. Several studies have indicated that the Thematic Curriculum has been a failure. Although various reasons have been advanced for the challenges of the Thematic Curriculum, the greatest setback seems to be ethnic pluralism. Using in-depth interviews with teachers, parents, education officials and pupils, I investigated how ethnic pluralism impeded the implementation of the Thematic Curriculum in Uganda. I found that most districts in Uganda are multi-ethnic and therefore multi-lingual making it difficult to choose the dominant mother tongue to use as a language of instruction. Even when the dominant language is identified, the pupils and teachers are in most cases from diverse ethnic and linguistic backgrounds. This study recommends the introduction of a national language to be used as medium of instruction at the lower levels of education in Uganda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01