Journal articles: 'Uganda, Language'

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Hughes, Rebecca C. "“Grandfather in the Bones”." Social Sciences and Missions 33, no. 3-4 (September 24, 2020): 347–78. http://dx.doi.org/10.1163/18748945-bja10011.

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Abstract Evangelical Anglicans of the Church Missionary Society constructed a triumphal narrative on the growth of the Ugandan Church circa 1900–1920. This narrative developed from racial theory, the Hamitic hypothesis, and colonial conquest in its admiration of Ugandans. When faced with closing the mission due to its success, the missionaries shifted to scientific racist language to describe Ugandans and protect the mission. Most scholarship on missionaries argues that they eschewed scientific racism due to their commitment to spiritual equality. This episode reveals the complex ways the missionaries wove together racial and theological ideas to justify missions and the particularity of Uganda.

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Meierkord, Christiane. "Attitudes Towards Exogenous and Endogenous Uses of English: Ugandan’s Judgements of English Structures in Varieties of English." International Journal of English Linguistics 10, no. 1 (December 10, 2019): 1. http://dx.doi.org/10.5539/ijel.v10n1p1.

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Uganda is a former British protectorate, where English has contributed to the country’s linguistic ecology since 1894, when the British established a protectorate over the area of the Buganda kingdom. Over time, Ugandan English has developed as a nativised second language variety, spoken by Uganda’s indigenous population. At the same time, due to migrations, globalisation and the influence of international media and the Internet, its speakers have increasingly been in contact with varieties other than British English: American English, Indian English, Kenyan English, and Nigerian English may all influence Ugandan English. This paper looks at how Ugandan English can be conceptualised as a variety shaped by other varieties. It reports on the results of acceptability tests carried out with 184 informants in the North, the Central and the West of Uganda and discusses how speakers assess individual grammatical structures used in Ugandan English and in those varieties they are potentially in contact with.

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Mugumya, Levis, and Marianna Visser. "Reporting land conflict in Uganda." International Journal of Language and Culture 2, no. 1 (November 6, 2015): 108–31. http://dx.doi.org/10.1075/ijolc.2.1.05mug.

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News reporting studies have largely been confined to the Western cultures and languages, yet news reporting in other languages has proliferated throughout the world (Thomson et al. 2008; Thomson & White 2008). This article explores news reporting in Runyankore-Rukiga, an agglutinating Ugandan Bantu language, focusing on land conflict. Assuming the influential discourse-linguistic framework of Appraisal theory and genre theory (Thomson et al. 2008), the article investigates the linguistic expressions of evaluative language in Runyankore-Rukiga across government-oriented and private newspapers. It also examines the properties that constitute Runyankore-Rukiga hard news reports. Although the genre analysis reveals that the structure of Runyankore-Rukiga hard news reports resembles the satellite structure of the English hard news reports as proposed by White (1997), some differences are identified. Not only does the news report unfold in a chronological order, it exhibits a distinct discursive feature that is characterized by anecdotes, metaphors, grim humor, or proverbs in the lead paragraph. This type of introduction does not necessarily capture the gist of the entire report but rather seeks out the reader’s attention. The article further explicates the nature of lexicogrammatical properties of evaluative language that news writers invoke to express attitudes in the news events. The appraisal exploration also examines instances of graduation in which different figures of speech and non-core lexis are invoked to amplify attitudinal values. The article thus extends Appraisal theory analysis to one of only a few African languages examined within this framework, and contributes to the understanding of news reporting in these languages and cultures.

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Fashoto, Stephen Gbenga, Gabriel Ogunleye, Patrick Okullu, Akeem Shonubi, and Petros Mashwama. "Development Of A Multilingual System To Improved Automated Teller Machine Functionalities In Uganda." JOIV : International Journal on Informatics Visualization 1, no. 4 (November 4, 2017): 135. http://dx.doi.org/10.30630/joiv.1.4.52.

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This paper presented a new multilingual language for Automated Teller Machine (ATM) in Uganda which serves as an extension to the existing Languages. The existing ATMs have only English, Kiswahili and Luganda as the only available languages. Hence, findings revealed that there are still some prevalent languages e.g. Ateso language that are widely spoken among the people of Uganda which the present ATMs in the country have not captured. The objective of this paper was to propose the integration of the new language (Ateso language) to the existing languages. In this paper, a new language was adopted when it was realized that some people especially in the Buganda region could not manage to interact with the ATMs because they were illiterate. The developed multilingual system prototype was tested using some empirical data and was found to successfully imitate ATM transactions in the local Uganda languages. The results of the study supported the positive impacts on customers that reside in the rural areas since its improved interaction of more users on the ATMs. This paper demonstrated the use of Ateso language for different transactions on the ATM system. The implementation by the banking institutions can aid the ATM users to make more flexible decisions on the usage of the ATM machines.

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Beckerleg, Susan. "From Ocean to Lakes: Cultural Transformations of Yemenis in Kenya and Uganda." African and Asian Studies 8, no. 3 (2009): 288–308. http://dx.doi.org/10.1163/156921009x458127.

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Abstract Migration from Yemen to East Africa has been occurring for centuries and continued well into the twentieth century. Since the European explorations of the nineteenth century the term 'Arab-Swahili', as distinguished from 'African', has been in use. The ways that Yemenis have both adopted and changed Swahili culture in Kenya are outlined in this paper. Most Yemeni migrants who settled in Uganda passed through Mombasa, acquiring some knowledge of the Swahili language en route. However, the Yemenis of Uganda are not Swahili, despite using the Swahili language as a major medium of communication, even at home. Ugandan 'Arab' food eaten at home and cooked by Yemenis in cafes is actually Indian/Swahili cuisine. The ways that Yemenis have promoted the cultivation of qat across Uganda and have made its consumption a marker of identity are described. The degree that the terminology of diaspora studies can be applied to Yemenis in Kenya and Uganda is assessed, and concludes that the migrants are both 'cultural hybrids' and 'transnationals'.

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Kamwesiga, Julius T., Lena von Koch, Anders Kottorp, and Susanne Guidetti. "Cultural adaptation and validation of Stroke Impact Scale 3.0 version in Uganda: A small-scale study." SAGE Open Medicine 4 (January 1, 2016): 205031211667185. http://dx.doi.org/10.1177/2050312116671859.

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Background: Knowledge is scarce about the impact of stroke in Uganda, and culturally adapted, psychometrically tested patient-reported outcome measures are lacking. The Stroke Impact Scale 3.0 is recommended, but it has not been culturally adapted and validated in Uganda. Objective: To culturally adapt and determine the psychometric properties of the Stroke Impact Scale 3.0 in the Ugandan context on a small scale. Method: The Stroke Impact Scale 3.0 was culturally adapted to form Stroke Impact Scale 3.0 Uganda ( in English) by involving 25 participants in three different expert committees. Subsequently, Stroke Impact Scale 3.0 Uganda from English to Luganda language was done in accordance with guidelines. The first language in Uganda is English and Luganda is the main spoken language in Kampala city and its surroundings. Translation of Stroke Impact Scale 3.0 Uganda ( both in English and Luganda) was then tested psychometrically by applying a Rasch model on data collected from 95 participants with stroke. Results: Overall, 10 of 59 (17%) items in the eight domains of the Stroke Impact Scale 3.0 were culturally adapted. The majority were 6 of 10 items in the domain Activities of Daily Living, 2 of 9 items in the domain Mobility, and 2 of 5 items in the domain Hand function. Only in two domains, all items demonstrated acceptable goodness of fit to the Rasch model. There were also more than 5% person misfits in the domains Participation and Emotion, while the Communication, Mobility, and Hand function domains had the lowest proportions of person misfits. The reliability coefficient was equal or larger than 0.90 in all domains except the Emotion domain, which was below the set criterion of 0.80 (0.75). Conclusion: The cultural adaptation and translation of Stroke Impact Scale 3.0 Uganda provides initial evidence of validity of the Stroke Impact Scale 3.0 when used in this context. The results provide support for several aspects of validity and precision but also point out issues for further adaptation and improvement of the Stroke Impact Scale.

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Downing, Laura, Annie Rialland, Jean-Marc Beltzung, Sophie Manus, Cédric Patin, and Kristina Riedel. "Papers from the workshop on Bantu relative clauses." ZAS Papers in Linguistics 53 (January 1, 2010): 261. http://dx.doi.org/10.21248/zaspil.53.2010.388.

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All of the papers in the volume except one (Kaji) take up some aspect of relative clause construction in some Bantu language. Kaji’s paper aims to account for how Tooro (J12; western Uganda) lost phonological tone through a comparative study of the tone systems of other western Uganda Bantu languages. The other papers examine a range of ways of forming relative clauses, often including non-restrictive relatives and clefts, in a wide range of languages representing a variety of prosodic systems.

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Masaazi, Fred, Medadi Ssentanda, and Willy Ngaka. "On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era." Apples - Journal of Applied Language Studies 12, no. 2 (July 8, 2018): 1–17. http://dx.doi.org/10.17011/apples/urn.201809144126.

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The year 2015 was set as deadline to realise the Millennium Development Goals (MDGs) which were authored in 2000 by 189 states in the world. Language is at the heart of MDGs (Barron, 2012; Romaine, 2013). Some scholars look at language (development) as a measure and/or determinant of development (e.g. Romaine, 2013). This paper examines Uganda’s commitment to the development and employment of mother tongues in education as a way of realising the quality of education in Uganda. It is important to reflect on the trend and level of mother tongue development and employment in education in Uganda to chart the way forward for the post-2015 period. The paper draws from different studies and reports which have focussed on mother tongue education in Uganda. This study faults the government in many ways for failing to sustain the national initiatives of mother tongue education, particularly in terms of poor financing and failure to monitor the implementation of UPE and mother tongue education programmes. The paper proposes a way forward for the realisation of a meaningful Education for All (EFA) in form of Universal Primary Education (UPE) initiative and the mother tongue education policy introduced in Uganda in 1997 and 2006 respectively.

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Tembe, Juliet. "Teacher Training and the English Language in Uganda." TESOL Quarterly 40, no. 4 (December 1, 2006): 857. http://dx.doi.org/10.2307/40264317.

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Namyalo, Saudah, and Judith Nakayiza. "Dilemmas in implementing language rights in multilingual Uganda." Current Issues in Language Planning 16, no. 4 (December 10, 2014): 409–24. http://dx.doi.org/10.1080/14664208.2014.987425.

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Namukwaya, Harriett. "Beyond Translating French into English: Experiences of a Non-Native Translator." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 23, 2014): 61. http://dx.doi.org/10.21992/t9r906.

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This paper documents a non-native translator’s experience in an academic setting, focusing on the challenges of translating different kinds of texts from French into English at the Institute of Languages, Makerere University. Makerere Institute of Languages (MIL) is composed of four clusters: Foreign Languages, African Languages, Communication Skills and Secretarial Studies, Service Courses and Soft Skills (Wagaba 97). The services offered include teaching language skills and culture to university students and the general public; communication skills to people who want to improve in English, French, German, Arabic, Swahili and local languages; and translation and interpretation in the languages mentioned above. These services are offered at this institute because there is no other well-recognised institution in Uganda that engages in translation or interpretation, yet there is always a big demand for them. The emphasis in this study is on teachers of French who also render translation services to a wide range of clients at the Institute of Languages. The main focus is on the experiences and opinions of non-native translators. The aim is to highlight the challenges a non-native translator encounters in the process of translating different categories of documents from French into English for purposes of validation of francophone students’ academic documents and their placement in Uganda universities, verification of academic qualification of teachers from francophone countries who come to Uganda in search of teaching jobs, and mutual understanding at international conferences held in Uganda whose delegates come from francophone countries. Selected texts will be critically examined to illustrate the specific challenges a non-native speaker encounters while translating from and into a language or languages which are not his/her first language or mother tongue. The paper deals with the following questions: What does the process of translating involve? What are the challenges encountered? Does every fluent French language teacher qualify to be a competent translator? What factors determine ‘competence’ in translation? What are the limitations faced in an academic setting? The discussion is based on the premise that competence in translation requires linguistic and intercultural competence, among other competencies. The outcome contributes to the understanding that translation in any setting is ultimately a human activity, which enables human beings to exchange information and enhance knowledge transfer regardless of cultural and linguistic differences.

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Sekiziyivu, Samuel, and Christopher B. Mugimu. "Communicative Language Teaching Strategies for German as a Foreign Language in Uganda." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 8. http://dx.doi.org/10.17507/jltr.0801.02.

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The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.

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Luffin, Xavier. "The influence of Swahili on Kinubi." Journal of Pidgin and Creole Languages 29, no. 2 (September 30, 2014): 299–318. http://dx.doi.org/10.1075/jpcl.29.2.04luf.

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Kinubi, as it is spoken today in Kenya and Uganda, is strongly influenced by Swahili, the two languages having been in contact with each other for more than one century. This influence does not occur in the lexicon alone, but also in the phonology and even the morphology and syntax of Kinubi. Though the analysis of the lexicon and the phonology appear to be rather easy, the possible influence of Swahili on Kinubi morphology and syntax may prove to be may be more problematic. However, this influence may be ‘measured’ through the comparison of Kinubi and Juba Arabic: many features shared by Kinubi and Swahili are not found in Juba Arabic, which tends to show that these expressions come from Swahili. This influence seems to be rather uniform, though Swahili does not occupy the same place in Uganda and Kenya. This fact may be explained by several factors, like the ‘Islamic’ culture of the Nubi, which makes Swahili a language of prestige, even in the community based in Uganda, as well as the permanence of the contact between Nubi communities across the border, including intermarriage and other social factors.

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Kwesiga, J. B. "Literacy and the language question: Brief experiences from Uganda." Language and Education 8, no. 1-2 (January 1994): 57–63. http://dx.doi.org/10.1080/09500789409541377.

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Chibita, Monica B. "The politics of broadcasting, language policy and democracy in Uganda." Journal of African Media Studies 1, no. 2 (May 1, 2009): 295–307. http://dx.doi.org/10.1386/jams.1.2.295_1.

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Robinson, Heather, Ruth Afako, Mary Wickenden, and Sally Hartley. "Preliminary Planning for Training Speech and Language Therapists in Uganda." Folia Phoniatrica et Logopaedica 55, no. 6 (2003): 322–28. http://dx.doi.org/10.1159/000073256.

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Mohr, Susanne, and Dunlop Ochieng. "Language usage in everyday life and in education: current attitudes towards English in Tanzania." English Today 33, no. 4 (July 6, 2017): 12–18. http://dx.doi.org/10.1017/s0266078417000268.

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Tanzania is, like most countries in East Africa, extremely culturally and linguistically diverse. Language counts range from 125 (Lewis, Simons & Fennig, 2016) to 164 living languages mentioned by the ‘Languages of Tanzania project’ (2009). Given this extreme multilingualism, institutional languages had to be chosen on a national level after independence. Kiswahili is the proclaimed national language and lingua franca of the East African region, also spoken in Kenya, Uganda and the Democratic Republic of Congo, for instance, and is used as medium of instruction (MoI) in primary education. English, the former colonial language, is the de facto national working language and medium of instruction in secondary and higher education. However, English remains a minority language, spoken by approximately 5% of the population, most of whom are members of a higher social class (Tibategeza, 2010). This leads to English being an international rather than a second language as in other former British colonies (Schmied, 1990, 1991). Rubanza (2002: 45) goes so far as to argue that ‘the society Tanzanians work and live in does not demand the use of English’. That is why it has been claimed that English will never replace the African languages in Tanzania but remain an additional language in certain spheres (Schmied, 1991).

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Achen, Stella, and George Ladaah Openjuru. "Hollywood in Uganda: local appropriation of trans-national English-language movies." Language and Education 26, no. 4 (July 2012): 363–76. http://dx.doi.org/10.1080/09500782.2012.691517.

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Adeniyi, Emmanuel. "East African Literature and the Gandasation of Metropolitan Language – Reading from Jennifer Makumbi’s Kintu." Tydskrif vir Letterkunde 58, no. 1 (May 7, 2021): 86–97. http://dx.doi.org/10.17159/tl.v58i1.8272.

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Jennifer Nansubuga Makumbi is, without doubt, one of the finest literary writers to have come out of East Africa. The Ugandan has succeeded in writing herself into global reckoning by telling a completely absorbing and canon-worthy epic. Her creative impulse is compelling, considering her narration of a riveting multi-layered historiography of (B)-Uganda nation in her debut novel, Kintu. With her unique style of story-telling and intelligent use of analepsis and prolepsis to (re)construct spatial and temporal settings of a people’s history, Makumbi succeeds in giving readers an evocative historical text. In narrating the aetiological myth of her people, Makumbi bridges metonymic gaps between two languages – core and marginal. She deliberately attenuates the expressive strength of the English language in Kintu by deploying her traditional Luganda language in the text so as to achieve certain primal goals. The present study seeks to disinter these goals by examining the use of Metonymic Gaps as a postcolonial model to construct indigenous knowledges within a Europhone East African text. The study also mines overall implications of this practice for East African Literature. I argue that, just like her contemporaries from other parts of Africa, Makumbi projects Luganda epistemology to checkmate European linguistic heteronomy on East African literary expression. Her intentionality also revolves around the need to bend the English language and force it to carry the weight of Luganda socio-cultural peculiarities. Consequently, her text becomes a locus of postcolonial disputations where the marginal jostles for supremacy with the core in East African literary landscape.

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Frolova, Natal'ya S. "Devices of comic in the work of the 20th century English-speaking Ugandan poets." Vestnik of Kostroma State University, no. 4 (2019): 140–44. http://dx.doi.org/10.34216/1998-0817-2019-25-4-140-144.

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Poetry of the Ugandans are analysed in an article in the context of the use of devices of comic in the East African English-language poetry. The critical-realistic and enlightener tendencies that were eagerly apprehended by most East African authors in the 1960s have not allowed them going beyond the direct criticism of damning poetry to this day as well, although point-by-point attempts to use humour and satire when contemplating socio-political issues, do occur throughout the sixty-year existence of East Africa English-language poetry. The dilogy by Okot p’Bitek, Timothy Wangusa and Taban Lo Liyong are clear examples of such attempts made in Uganda literature. At the same time, the three authors use fundamentally different techniques of comic, when portraying modern reality, both purely African and universal human.

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Parry, Kate. "Literacy for development? A community library project in Uganda." Language Matters 33, no. 1 (January 2002): 142–68. http://dx.doi.org/10.1080/10228190208566182.

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Candia, Douglas Andabati, James Mukoki, Claire Ashaba, Peter Jegrace Jehopio, and Brenda Kyasiimire. "The Significance of Private Tutoring in Improving English Language Literacy: A Structural Equation Modelling Approach." Multidisciplinary Journal for Education, Social and Technological Sciences 5, no. 2 (October 4, 2018): 1. http://dx.doi.org/10.4995/muse.2018.9872.

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<p><span>Low quality of primary education demonstrated by low academic achievement has persisted as a challenge to Uganda’s education sector. Although the country has progressed in improving other education indicators, this hasn’t translated into better schooling outcomes. Therefore, this study sought to determine the significance of private tutoring on English literacy levels. The study utilized secondary data from the Uwezo Uganda National Learning Assessment 2014 survey and generalized structural equation modelling to determine significant predictors. The variables that had a direct effect included private tutoring, child’s age and gender, pre-school attendance, school type, household size, household head gender and education level. The variables that had an indirect effect through private tutoring were region of residence, school type and household head education level. The study observed a need for the government through the Ministry of Education to come up with a regulatory framework to manage and control the practice of conducting private.</span></p>

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Norton, Bonny, Shelley Jones, and Daniel Ahimbisibwe. "Learning about HIV/AIDS in Uganda: Digital Resources and Language Learner Identities." Canadian Modern Language Review 67, no. 4 (November 2011): 568–89. http://dx.doi.org/10.3138/cmlr.67.4.568.

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Kaji, Shigeki. "Tone and syntax in Rutooro, a toneless Bantu language of Western Uganda." Language Sciences 31, no. 2-3 (March 2009): 239–47. http://dx.doi.org/10.1016/j.langsci.2008.12.006.

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Nankindu, Prosperous. "The History of Educational Language Policies in Uganda: Lessons from the Past." American Journal of Educational Research 8, no. 9 (September 14, 2020): 643–52. http://dx.doi.org/10.12691/education-8-9-5.

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Van der Wal, Jenneke, and Allen Asiimwe. "The Tonal Residue of the Conjoint/Disjoint Alternation in Rukiga." Studies in African Linguistics 49, no. 1 (May 31, 2020): 43–59. http://dx.doi.org/10.32473/sal.v49i1.122261.

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The Bantu language Rukiga (JE14, Uganda) shows tonal reduction on the verb in a subset of tenses, similar to the conjoint/disjoint alternation in Haya. Whereas in other languages the conjoint/disjoint alternation is usually marked by segmental morphology in at least one tense, Rukiga is unique in showing only tonal reduction. Nevertheless, our analysis shows that tonal reduction in Rukiga is not merely a phonological rule, but it encodes the conjoint/disjoint alternation. Furthermore, we show that tonal reduction in Rukiga is determined by constituent-finality, and there is no direct relation to focus

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Nabirye, Minah, Gilles-Maurice de Schryver, and Jo Verhoeven. "Lusoga (Lutenga)." Journal of the International Phonetic Association 46, no. 2 (January 20, 2016): 219–28. http://dx.doi.org/10.1017/s0025100315000249.

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Lusoga is an interlacustrine Bantu language spoken in the eastern part of Uganda in the region of Busoga, which is surrounded by the Victoria Nile in the west, Lake Kyoga in the north, the River Mpologoma in the east and Lake Victoria in the south. According to the 2002 census, this language is spoken by slightly over two million people (UBOS 2006: 12).

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Norton, Bonny. "Identity, Literacy, and English-Language Teaching." TESL Canada Journal 28, no. 1 (November 3, 2010): 1. http://dx.doi.org/10.18806/tesl.v28i1.1057.

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In the field of English-language teaching, there has been increasing interest in how literacy development is influenced by institutional and community practice and how power is implicated in language-learners’ engagement with text. In this article, I trace the trajectory of my research on identity, literacy, and English-language teaching informed by theories of investment and imagined communities. Data from English-language classrooms in Canada, Pakistan, and Uganda suggest that if learners have a sense of ownership over meaning-making, they will have enhanced identities as learners and participate more actively in literacy practices. The research challenges English teachers to consider which pedagogical practices are both appropriate and desirable in the teaching of literacy and which will help students develop the capacity for imagining a wider range of identities across time and space. Such practices, the research suggests, will necessitate changes in both teachers’ and students’ identity.

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Dipio, Dominica. "Telenovelas in Uganda: mediating transcultural conversations." Journal of African Cultural Studies 31, no. 2 (August 2018): 164–79. http://dx.doi.org/10.1080/13696815.2018.1503079.

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Twaddle, Michael. "Some Implications of Literacy in Uganda." History in Africa 38 (2011): 227–55. http://dx.doi.org/10.1353/hia.2011.0009.

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During the last fifty years, several debates have waxed and waned regarding the implications of literacy for African history. Among social scientists in general and social anthropologists in particular, Jack Goody and Ian Watt's survey of “The Consequences of Literacy” (1963) for hitherto preliterate or partially literate and now modernizing societies, drew attention to one suggested transformation: “The importance of writing lies in its creating a new medium of communication. (…) Its essential service is to objectify speech, to provide language with a material correlative, a set of visible signs. In this material form speech can be transmitted over space and preserved over time; what people say and think can be rescued from the transitoriness of oral communication.” The consequences, in Goody and Watt's view, were immensely important: “In oral societies the cultural tradition is transmitted almost entirely by face-to-face communication; and changes in its content are accompanied by the homeostatic process of forgetting or transforming those parts of the tradition that cease to be either necessary or relevant. Literate societies, on the other hand, cannot discard, absorb or transmute the past in the same way. Instead, their members are faced with permanently recorded versions of the past and its beliefs; and because the past is thus set apart from the present, historical enquiry becomes possible. This in turn encourages scepticism; and scepticism, not only about the legendary past, but about received ideas about the universe as a whole.”

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Kabay, Sarah. "Grade Repetition and Primary School Dropout in Uganda." Harvard Educational Review 86, no. 4 (December 1, 2016): 580–606. http://dx.doi.org/10.17763/1943-5045-86.4.580.

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Research on education in low-income countries rarely focuses on grade repetition. When addressed, repetition is typically presented along with early school dropout as the “wasting” of educational resources. Simplifying grade repetition in this way often fails to recognize significant methodological concerns and also overlooks the unique insight that can be gained by focusing on repetition. In this article, Sarah Kabay uses mixed methods research to investigate repetition and its association with later school dropout in Ugandan primary schools. In a representative sample of pupils from 136 schools, Kabay finds that in spite of a policy of automatic promotion meant to limit repetition, 88 percent of pupils had repeated a grade and 11 percent had repeated three or more times. Kabay identifies age as a confounding variable for the association between repetition and dropout, and argues that attention should be drawn to the age of entry into schooling and language policy.

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Agole, David, Connie D. Baggett, Mark A. Brennan, John C. Ewing, Edgar P. Yoder, Sinfree B. Makoni, Matthew D. Beckman, and William Faustine Epeju. "Determinants of Participation of Young Farmers with and without Disability in Agricultural Capacity-building Programs Designed for the Public in Uganda." Sustainable Agriculture Research 10, no. 2 (April 17, 2021): 74. http://dx.doi.org/10.5539/sar.v10n2p74.

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Participation of young farmers with disabilities in agricultural capacity-building programs in their communities is important as a poverty reduction strategy for people with disabilities in Uganda. This research study comparatively examined participation of young farmers with and without disabilities in capacity-building programs designed for the public in Northern and Eastern Uganda. The study employed a comparative, mixed methodology, cross-sectional research designs involving 774 young farmers composed of 388 with disabilities and 386 who had no disabilities. The sample selection strategies involved the use of a stratified, and random sampling techniques. This research utilized an interviewer-administered paper survey in collecting data. Descriptive statistics and regression analyses were used in analysing quantitative data. The findings indicate that young farmers with disability and being contacted face-to-face were less likely to participate in community capacity-building programs. In contrast, Northern Uganda, those contacted in a group setting, application of sign language interpretation, being female, and having supportive training staff increased the chances of their participation in community capacity-building programs.

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Kaye, Alan S. "Review of Wellens (2003): An Arabic creole in Africa: The Nubi language of Uganda." Journal of Pidgin and Creole Languages 20, no. 2 (November 29, 2005): 382–87. http://dx.doi.org/10.1075/jpcl.20.2.16kay.

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Mutungi, Fredrick, Fredrick Mutungi, Rehema Baguma, and Dr Annabella Basaza-Ejiri. "Model for context-fitting mobile services for monitoring delivery of public health services." American Journal of Data, Information and Knowledge Management 2, no. 1 (February 19, 2021): 1–23. http://dx.doi.org/10.47672/ajdikm.660.

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Purpose: The study aimed at establishing the contextual factors affecting performance of mobile services for monitoring delivery of public health services in Uganda. Methodology: The study used a qualitative research design in an interpretivist paradigm where the identified factors were subjected to analysis using documentary evidence and qualitative data from interviews. Using purposive sampling, six case studies among institutions responsible for monitoring health service delivery in Uganda were selected. Data was categorized through creating code families, grouping codes with similar attributes into broad categories and represent a higher order grouping of data from which the researcher began to build conceptual model and categories continued until saturation point. Findings: It was established that lack of power for charging mobile devices, limited content and coverage of data captured by mobile technologies, limited man power, knowledge and skills of using mobile technologies and poor attitude of health workers, general nature of some mobile technologies, language barrier, poor connectivity and reliability of mobile and internet networks, insufficient supplies of health data collection and processing tools affect the performance of mobile services for monitoring delivery of public health services in Uganda. Contribution to policy and practice: The study significantly contributes to a large body of knowledge in the adoption and use mobile technologies in monitoring delivery of public health services that has been less investigated in Uganda.

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Mohr, Susanne, Steffen Lorenz, and Dunlop Ochieng. "English, national and local linguae francae in the language ecologies of Uganda and Tanzania." Sociolinguistic Studies 14, no. 3 (July 22, 2020): 371–94. http://dx.doi.org/10.1558/sols.38800.

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Akello, Dora Lucy, Greetje Timmerman, and Speranza Namusisi. "Teaching reading and writing in local language using the child-centred pedagogy in Uganda." Language and Education 30, no. 3 (November 4, 2015): 252–66. http://dx.doi.org/10.1080/09500782.2015.1106553.

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Nambi, Rebecca. "Secondary School Students’ Experiences with Reading Aloud in Uganda: A Case Study." Journal of Language Teaching and Research 10, no. 2 (March 1, 2019): 224. http://dx.doi.org/10.17507/jltr.1002.02.

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Reading aloud supports vocabulary build-up, provides basic background knowledge of the text and motivates learners’ interest in the text even among adolescents. This paper explores classroom experiences of Senior One students (12-13 years) with reading aloud of Soyinka’s (2007) play The Trials of Brother Jero. The findings show that both the teacher and the learners performed clear roles during the reading exercise and this seemed to create a systematic classroom environment for reading aloud. However data also indicates that although many of the learners declared to find value in reading aloud, some learners did not participate in the activity due to various reasons. The classroom context and the nature of the text also seemed to affect the way reading aloud was implemented during the lessons.

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Botne, Robert. "Specificity in Lusaamia infinitives." Studies in Language 28, no. 1 (May 5, 2004): 137–64. http://dx.doi.org/10.1075/sl.28.1.06bot.

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Infinitives in Lusaamia (J.34, Kenya and Uganda) appear in two different forms, one having the reflex oxu- of the common Bantu class 15 verb prefix, and one having the prefix oo-. This paper describes and exemplifies the use of these two infinitival forms, proposing that the distinction represents a contrast in specificity and that the innovated oo- form developed via reinterpretation of grammatical distinctions borrowed from Dholuo.

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Ssentanda, Medadi, and Allen Asiimwe. "Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda." Language Matters 51, no. 1 (January 2, 2020): 38–62. http://dx.doi.org/10.1080/10228195.2020.1717587.

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Namazzi, Elizabeth, and Maureen E. Kendrick. "Multilingual cultural resources in child-headed families in Uganda." Journal of Multilingual and Multicultural Development 35, no. 7 (April 23, 2014): 724–37. http://dx.doi.org/10.1080/01434632.2014.908893.

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Ajiboye, Tunde. "Patterns of Language Use among Nigerian Undergraduate Learners of French in Togo." ITL - International Journal of Applied Linguistics 89-90 (January 1, 1990): 49–64. http://dx.doi.org/10.1075/itl.89-90.03aji.

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Abstract Studies in language use have become all the more relevant to Africa since they shifted from unilingual to multilingual situations. Multilingualism which until the 60's was not considered worthy of too serious a study by linguists has since attracted a lot of attention especially in the narrower field of sociolinguistics where attempts are being made to meet some of the challenges posed by the multiplicity of languages in otherwise homogeneous communities. African countries harbour a lot of examples : Nigeria, Kenya and Uganda, among others. There are two main ways in which the present study is different from earlier studies in multilingualism, even though, as we shall see later, the results are basically the same. In the first place, we are dealing here with a temporary situation of multilingualism in the strict sense that subjects are neither i-migrants nor natives but birds of passage whose length of stay is pre-determined (by their mission). The languages included in the interaction should therefore be seen as such. Secondly, while the study of language choice by analysts like A. Tabouret-Keller (1968), Gumperz and Eduardo (1971) and Stark (1989) seems to emphasize the connection between language use and "a variety of social factors such as ethnic identity, age, and sex..., degree of solidarity or confidentiality," (Gumperz et al. 1971:122) the nature of our samples (students) tends to demonstrate that in analysing the pattern of language choice, the effect of an external, super-imposed trigger such as the need to pass an examination may not be over-looked.

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Semujju, Brian. "Theorizing Dependency Relations in Small Media." Communication Theory 30, no. 4 (March 5, 2020): 370–87. http://dx.doi.org/10.1093/ct/qtz032.

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Abstract The paper questions the pervasive western intellectual universalism which disregards Global South imaginations for generalized approaches. Using field data from Uganda about Community Audio Towers (CATs), the western-generated community media theory is interrogated, accentuating its failure to account for the intricate relationship between the individual, society, and small media. To cover the gap, the Small Media System Dependency theory is herein introduced as a geocultural response to lack of theory from the South.

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Jones, Shelley. "Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 5, no. 2 (June 1, 2019): 135–60. http://dx.doi.org/10.15402/esj.v5i2.68340.

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This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).

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Lamunu, Elizabeth, and Willy Wanyenya. "Language Usage and Human Resource Performance in Local Governments in Uganda: A Case of Bududa District." East African Journal of Arts and Social Sciences 3, no. 1 (February 15, 2021): 24–34. http://dx.doi.org/10.37284/eajass.3.1.271.

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In this paper, the authors explain how language usage can affect human resource performance. They do that by explaining how language can be used in different institutions. Authors provide their explanations by referring to Bududa Local district government. The study's objectives were to explain the importance of human resources in organisations and the usefulness of language usage in human resource performance. The research problem is that in Uganda, language usage has not been emphasised so much as a key element in human resource performance. In this study, the researchers used a case study and field research designs. By using this particular research design, they interviewed only a few people and the results were used to represent the whole District. The researchers used the staff in different departments as their respondents following their experience. The researchers tallied the data and gave the frequency of each role of language usage in human resource performance. After tallying the data, the results were presented by the use of tables. The study's findings are as follows: promoting unity among the employees, promoting love among the employees, giving employees the zeal to do the work, making the employees develop the spirit of belonging, and developing a collective responsibility spirit.

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Semwanga, Agnes Rwashana, and Evelyn Kigozi Kahiigi. "Assessing the Quality of E-Government Websites in Uganda." International Journal of ICT Research in Africa and the Middle East 10, no. 1 (January 2021): 42–56. http://dx.doi.org/10.4018/ijictrame.2021010104.

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Governments are increasingly using web-based portals to provide information and cost-effective service delivery. While some e-government websites have delivered the intended goal, others are still struggling. This study assessed the quality of the e-government websites using a three-step investigation methodology. Firstly, the quality attributes were generated from literature, then a conceptual framework for e-government websites with four quality dimensions was developed, and lastly, an observation instrument was used to measure the quality attributes of 78 Uganda e-government websites. Most of the websites scored highly on the level of authority, relevance, quality of text, organization of the website, and time to download. The level of attractiveness, content accuracy, objectivity, currency of information, use of multimedia, and multi-language required significant improvements while the use of social media and evidence of security and privacy of the information was hardly visible. A framework is proposed to improve the quality of e-government websites.

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Nakueira, Sophie. "The Politics of Accusation amidst Conditions of Precarity in the Nakivale Resettlement Camp." Cambridge Journal of Anthropology 37, no. 2 (September 1, 2019): 39–56. http://dx.doi.org/10.3167/cja.2019.370204.

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Nakivale, the oldest refugee camp in Uganda, hosts refugees fleeing various forms of political unrest from several African countries. Uganda’s humanitarian framework makes it an attractive place for refugees. Little is known about the role that humanitarian policies play in shaping interactions between different actors or the politics of accusation that emerges within this settlement. In a context in which the status of a refugee can confer preferential access to scarce resources, different refugee communities struggle to define themselves, their neighbours and kin in terms of the camp’s humanitarian language. Describing the everyday anxieties that define life in the camp, this article shows how accusations become powerful resources that refugees draw upon to meet the criteria for resettlement to a third country, but also how these forms of humanitarian assistance rely on processes of exclusion that create endemic accusations of corruption, criminality and even witchcraft.

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Ssemata, Andrew S., Robert O. Opoka, John M. Ssenkusu, Noeline Nakasujja, Chandy C. John, and Paul Bangirana. "Neurodevelopmental performance among pre-schoolers treated for severe anaemia at Lira Regional Referral Hospital, Uganda." PLOS ONE 15, no. 11 (November 4, 2020): e0240694. http://dx.doi.org/10.1371/journal.pone.0240694.

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Background Severe anaemia is a common clinical problem among young children in sub-Saharan Africa. However, the effect of severe anaemia on neurodevelopment of these children is not well described. Therefore, we assessed the neurodevelopmental performance of preschool children diagnosed with severe anaemia in Northern Uganda. Methods We conducted a prospective cohort study among children < 5 years of age 14 days post discharge after an episode of severe anaemia (Hb < 5.0 g/dl; n = 171; mean Hb = 3.9g/dl) at Lira Regional Referral Hospital, Uganda. Neurodevelopmental outcomes (cognitive, language and motor) were assessed using Bayley Scales of Infant and Toddler Development, 3rd edition (Bayley-III). Age-adjusted z-scores for each domain were calculated using scores from healthy community control children (n = 88) recruited from the same environment for each age category. Multiple linear regression was used to compare z-scores in the cognitive, language and motor scales between the two groups after adjusting for weight-for-age z-score, socioeconomic status, mother’s education, and father’s employment on all the scales. Results The prevalence of neurodevelopmental impairment was 2.3% (95% CI: 0.8–6.1) for cognition, 1.7% (95%: 0.6–5.3) for language and 3.5% (95% CI: 1.6–7.6) for motor scales and 4.6% (95% CI: 2.3–9.1) for deficits in ≥1 area of neurodevelopment. Significant differences were observed between the two groups with the SA group performing worse on cognition [adjusted mean score, (Standard error, SE), P-value] [-0.20, (0.01) vs. 0.00, (0.01), P = 0.02]; language [-0.25, (0.01) vs. 0.00, (0.01), P< 0.001]; and motor [-0.17, (0.01) vs. 0.00, (0.01), P = 0.05] scales. Conclusion In children < 5 years of age, severe anaemia was associated with neurocognitive (cognition, language and motor) deficits in the immediate period post treatment. Further research is needed to identify risk factors and determine the long-term effects of poor neurodevelopment in young children with severe anaemia.

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Gudovitch, Ram, Gumisiriza Alex, Elly Kiyingi, Ezra Barigye, Maureen Zawedde, Aziizah Namu-Gambe, Flavia Mutesi, Lea Forshtat, and Vered Slonim-Nevo. "Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda." Social Sciences 10, no. 3 (March 5, 2021): 91. http://dx.doi.org/10.3390/socsci10030091.

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In 2012, Israel deported 500 South-Sudanese refugee children and their families. A year later, a civil war broke out in the young South Sudan and the deportees, along with over one million South-Sudanese citizens, fled to the neighboring Uganda. Since then, many of these children have studied in boarding schools in Uganda. We explore, using qualitative methods, the perceptions and experiences of six Ugandan teachers all working with these children for at least 5 years. The research is unique in studying children who have previously lived and studied in a developed Western environment, and experienced, subsequently, a transition to the global south, with far more conservative social norms and an authoritarian, teacher-centered conception of education. The results show a clear progression in the teachers’ conception of the children, beginning with an impression of the children as rebellious, tending to initiate conflicts, and disrespectful. Gradually, they came to view them as being open and assertive, often very articulate and communicative. They observed changes in the children’s behavior: acquiring language skills, being cooperative with staff, integrating with the other children and caring. Working with the refugee children had a great impact on the teachers’ perceptions and on their personal and professional conduct: they substituted punishments—including physical caning—with other methods of discipline. They endorsed open academic methods based on dialogue in class and between teachers and students, and encouraged experiment-based learning methods. On the other hand, the teachers initial perception of children’s parents as ignorant and disruptive remained unchanged and little effort, if any, was made throughout the years of this educational encounter to include the parents in the educational process. The teachers’ recommendations focused mainly on three issues: preparing the children and the staff to the new experience in order to facilitate integration, enhancing the communication and mutual work with the children’s parents, and giving more attention to the children’s emotional state. The discussion section addresses the limitation of this study, directions for future research, and practical implications.

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Onyango-Ouma, Washington, and Jens Aagaard-Hansen. "Dholuo Kincepts in Western Kenya." Studies in African Linguistics 49, no. 2 (September 29, 2020): 305–21. http://dx.doi.org/10.32473/sal.v49i2.125889.

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The Luo are a Nilotic people living in western Kenya, north-eastern Tanzania and in western Uganda. Their language, Dholuo, forms part of the Western Nilotic group of languages. This article presents the traditional kincepts (kinship terminology) of the Luo people as described by elders living in Central Sakwa location, Siaya County, western part of Kenya. The kincepts for consanguine as well as affine relatives in up to three ascending and five descending generations are described. The paper applies a combined linguistic and anthropological approach. Linguistically, the terms are analysed in relation to current Dholuo vocabulary, grammar and modes of expression. Anthropologically, the Luo kinship rules of patrilineality and virilocality are considered. The domain of kincepts is a research field bringing together linguistics, anthropology and history. It contributes to the inquiry of diachronic linguistics, which can provide insights on the development and interaction of related languages as well as population groups’ migratory patterns not least in parts of the world where written historical sources are scarce.

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Duby, Zoe, Miriam Hartmann, Imelda Mahaka, Elizabeth T. Montgomery, Christopher J. Colvin, Barbara Mensch, and Ariane van der Straten. "Language, Terminology and Understanding of Anal Sex amongst VOICE Participants in Uganda, Zimbabwe and South Africa." AIDS Research and Human Retroviruses 30, S1 (October 2014): A10—A11. http://dx.doi.org/10.1089/aid.2014.5009.abstract.

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Journal articles on the topic 'Uganda, Language'

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