Medadi Ssentanda
Biographic Data
| ID | 6458213 |
|---|---|
| NAME | Medadi Ssentanda |
| GIVEN NAMES | Medadi |
| FAMILY NAME | Ssentanda |
| SIGNATURE | SSENTANDA M |
| AFFILIATIONS | Makerere University |
| ORCID | 0000-0001-5420-4744 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Language ideologies in the promotion of English in Uganda’s educational system
This article is a historical investigation of language-in-education policy in Uganda. It compares educational reports from the 1890s to the 2000s with research from cultural history to trace how language ideologies shaped the use of English and African languages in Ugandan schools. The historical perspective seeks to complement current research on mother tongue education in Uganda by interrogating the nexus of economic, religious, political and i…
Scripting Identities
This article examines the linguistic landscape of Kampala (Uganda) by analysing the language dynamics that play out through shop signs. Engaging with data collected through photographs and interviews, this article draws on three interrelated theoretical perspectives: the markedness of languages, the symbolic power of languages, and good reasons for language use. The main findings suggest that the languages used on shop signs in Uganda are informe…
Which language(s) matter(s) the most? Exploring the ‘schoolscapes’ of rural primary schools in Uganda
This article is an ethnographic investigation into the power and ideological relation between English and Luganda in the sociocultural and pedagogic spaces of rural primary schools in Uganda. This study focuses on the ‘schoolscape’ and examines how teachers choose the languages they use for instruction. The article also examines how signage within and without the classroom space is an extended metaphor of the power dynamics that exist between Eng…
Either/or literacies
This article seeks to understand the challenges of literacy acquisition under the Thematic Curriculum reform in Uganda, which introduced Mother Tongue instruction in lower primary. We compare teachers’ perspectives from two a central district using Luganda and two peripheral districts using Ateso, drawing on a multi-layered approach to understand the interplay between policy, pedagogical, and conceptual-level factors that shape the way Mother Ton…
Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda
Literacy in the early years is crucial but attained amidst various challenges, especially in the Global South. Based on fieldwork conducted in October 2018 in four primary schools in Gulu district, Acoli region, northern Uganda, this study investigates school characteristics and facilities available to learners and teachers to scaffold the acquisition of literacy in the early years of schooling. These are discussed within the framework of Uganda’…
I think it was a trick to fail Eastern”
Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda
The expectation of the National Curriculum Development Centre (NCDC) of Uganda is that, using a thematic curriculum, learners in rural schools will learn at least 800 English words after three years of instruction in the language as a subject. This article draws on available literature on vocabulary learning by children and on results from a study conducted in four rural Ugandan primary schools. The study focused on the difficulties that learners…
Either/or literacies
This article seeks to understand the challenges of literacy acquisition under the Thematic Curriculum reform in Uganda, which introduced Mother Tongue instruction in lower primary. We compare teachers’ perspectives from two a central district using Luganda and two peripheral districts using Ateso, drawing on a multi-layered approach to understand the interplay between policy, pedagogical, and conceptual-level factors that shape the way Mother Ton…
I think it was a trick to fail Eastern”
Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda
The expectation of the National Curriculum Development Centre (NCDC) of Uganda is that, using a thematic curriculum, learners in rural schools will learn at least 800 English words after three years of instruction in the language as a subject. This article draws on available literature on vocabulary learning by children and on results from a study conducted in four rural Ugandan primary schools. The study focused on the difficulties that learners…
Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda
Literacy in the early years is crucial but attained amidst various challenges, especially in the Global South. Based on fieldwork conducted in October 2018 in four primary schools in Gulu district, Acoli region, northern Uganda, this study investigates school characteristics and facilities available to learners and teachers to scaffold the acquisition of literacy in the early years of schooling. These are discussed within the framework of Uganda’…
I think it was a trick to fail Eastern”
Either/or literacies
This article seeks to understand the challenges of literacy acquisition under the Thematic Curriculum reform in Uganda, which introduced Mother Tongue instruction in lower primary. We compare teachers’ perspectives from two a central district using Luganda and two peripheral districts using Ateso, drawing on a multi-layered approach to understand the interplay between policy, pedagogical, and conceptual-level factors that shape the way Mother Ton…
Which language(s) matter(s) the most? Exploring the ‘schoolscapes’ of rural primary schools in Uganda
This article is an ethnographic investigation into the power and ideological relation between English and Luganda in the sociocultural and pedagogic spaces of rural primary schools in Uganda. This study focuses on the ‘schoolscape’ and examines how teachers choose the languages they use for instruction. The article also examines how signage within and without the classroom space is an extended metaphor of the power dynamics that exist between Eng…
Language ideologies in the promotion of English in Uganda’s educational system
This article is a historical investigation of language-in-education policy in Uganda. It compares educational reports from the 1890s to the 2000s with research from cultural history to trace how language ideologies shaped the use of English and African languages in Ugandan schools. The historical perspective seeks to complement current research on mother tongue education in Uganda by interrogating the nexus of economic, religious, political and i…
Scripting Identities
This article examines the linguistic landscape of Kampala (Uganda) by analysing the language dynamics that play out through shop signs. Engaging with data collected through photographs and interviews, this article draws on three interrelated theoretical perspectives: the markedness of languages, the symbolic power of languages, and good reasons for language use. The main findings suggest that the languages used on shop signs in Uganda are informe…
Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Sociology (7 works) · Second Language Learning and Teaching (5 works) · Global Educational Policies and Reforms (4 works) · Linguistics (4 works) · Mathematics education (4 works) · Political science (4 works) · Psychology (4 works) · Curriculum (3 works)