Academic literature on the topic 'Uganda – Languages'

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.

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.

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.

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.

Drawing on ethnographic fieldwork in northern Uganda, I argue that psychiatric notions of suffering brought into the region by humanitarian intervention programs interact with local concepts of suffering (based in spirit-idioms) in two ways: In some cases, the diagnostic notion of PTSD and its vernacular counterpart “trauma” psychologize the local cosmology, transforming local spirit concepts from social or moral categories, to psychological ones. In other cases, psychiatric discourses hinged around “trauma” become spiritualized or enchanted, where the concept of trauma becomes usurped by and part of local cosmology. In an attempt to understand these processes, I suggest understanding concepts of suffering through their use in social practice and based on pragmatist epistemology. If viewed as a pragmatist concepts, I argue, it becomes possible to understand the social life of concepts of suffering (such as “trauma”) when they become globalized and negotiated in new contexts and social practices.

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).

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.

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

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.

When two or more languages come in contact, they influence each other in various ways, for example through word borrowing, transfer of sounds, morphology and syntax taken from one language system and imported to another. In this study, the primary concern is on the indigenous communities of Uganda learning the English language, plus the influence that this interaction brings into the linguistic space. Bringing the Ugandan multilingual situation into perspective, the study looks at how the English language has interacted with the local languages and the local speech habits, customs and traditions of the indigenous people, to the extent that it has been indigenized. Some word usage results in miscommunication due to the socio-cultural uniqueness of Ugandan cultural expressions. As an example, because of the practice of polygamy in most Ugandan cultures, words like co-wife are coined to mean 'a woman who shares a husband, or a husband's other wife', a word that is absent in both the language and culture of native English speakers. Furthermore some words are formed by calquing some indigenous language expressions, e.g. 'to eat money' or 'to eat cash', an expression that is calqued from the Luganda phrase, kulya sente. Such word coinages are meant to fill the 'shortfall' where the English language fails to provide adequate equivalents. Understanding the context of this kind of English usage and the influence from the indigenous languages is helpful in handling inter-cultural discourses, as the same expression may convey different senses to different people in different contexts. So then, this study deals with some peculiarities of Ugandan English, namely; the features of Ugandan English grammar which are influenced by the indigenous languages. Evidence from the Corpus of Ugandan English is explored to establish that indigenous languages in Uganda have a significant influence on the English language variety spoken in the country, and that a large part of English bilingual speakers cannot speak English without transferring the features from their mother tongue or indeed, switching and mixing codes. A British corpus was used for the purposes of comparison with Ugandan English. The research was conducted in Uganda, drawing data from English newspapers, radio and television talk -shows that were recorded to provide a structural analysis of the contact situations. The result of the study points to the fact that, indeed, the phonological, morpho-syntactic and semantic characteristics of Ugandan English have a considerable amount of influence from indigenous local languages. This study is hinged on the assumption that when indigenous languages and the target language come together in a linguistic contact situation, the resulting variety would exhibit distinct phonological, lexical, grammatical and semantic/pragmatic features ( cf. Sankoff, 2001; Thomason, 1995; Thomason & Kaufman, 1988; Winford, 2005). However, some of these innovations have attracted criticism from 'prescriptivists' such as Quirk (1985, 1988, 1990); Gaudio (2011); and Abbot (1991) who perceive them as 'nonstandard', 'incorrect English language usage' and a 'direct translation from the language user's mother tongue into English'. Yet, indigenous languages continue to play important roles in shaping the kind of English language usage in Uganda.

This study aimed at establishing and analysing the literacy practices in the rural and urban communities and their effect on the academic achievements of learners. It also aimed to establish the impact of other factors, such as the exposure to the language of examination, the level of parents formal education and the quality of parental mediation in the their children's academic work, which could be responsible for the imbalance between the rural and urban learners academic achievements. This study endeavours to established that the literacy practices in urban areas prepare learners for schooled and global literacies while the literacies in rural areas are to localised and thus impoverish the learners initial literacy development. This study also seek to determine the extent to which the current language policy in education in Uganda favours the urban learners at the expense of the rural learners as far as the acculturation into and acquisition of the schooled and global literacies are concerned.

This qualitative study set out to examine how the integrated approach to language teaching led to an enhancement in Luganda language practices in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm, and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomena. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews and observations which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. This study is located in the field of language education and informed by the theoretical framework of the cognitive constructivist theory of learning. In terms of the integrated approach in a Luganda language classroom, the findings show firstly, that teachers held positive perceptions towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. Secondly, teachers implemented the integrated approach in a Luganda language classroom as a practical-based activity where learners are engaged in tasks which promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thirdly, findings on the enhancement of language practices in an integrated Luganda language classroom show that if teachers adopted and implemented the principles of the integrated approach, learners would be motivated to acquire not only the four language practices, but also other related practices such as cognitive, social and interpersonal practices which collectively simplify the language use. Lastly, while teachers are aware of what learners could achieve in an integrated Luganda language classroom, findings indicate that they are demotivated by the many challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself. The major implications and recommendations of this study’s findings include: firstly, teachers’ perceptions on the use of the integrated approach in a Luganda language classroom imply that since language learning is a function of social and meaningful classroom interactions learning activities should recognize a teacher as a reflective practitioner, consultant or facilitator of learning rather than an instructor. Secondly, the implementation of the integrated approach in a language classroom would require teachers to be grounded in both practical and theoretical instructional strategies which form a basis for monitoring and engaging learners’ oral and interactive practices. Thirdly, the enhancement of language practices is an outcome of classroom motivation and active interactions which involve creative and critical thinking. Thus, creating and sustaining situations for the enhancement of language practices in a language classroom would require effective branding of learners’ interactive activities with ample opportunities for practice as well as instructional support. Fourthly, considering the perceived challenges in the implementation of the integrated approach, the overall recommendation would be that those challenges need to be resolved if the integrated approach is to be successfully implemented in the context of the Luganda language. An awareness of such challenges provides teachers, educators and policy-makers with insightful ideas in terms of how to manage or change instructional strategies in the classroom.

Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This study explores generic properties of hard news reports and editorials and the nature of linguistic devices invoked by journalists to communicate issues of conflict in Uganda. It describes the textual architecture of a hard news report and an editorial unfolding in the Ugandan print media, and the features that define English-language and Runyankore-Rukiga hard news and editorials. The study further explicates the nature of overt and covert linguistic resources that news reporters and editorialists employ to communicate issues conflict in English and Runyankore- Rukiga across government and private newspapers. It also examines strategies that news reporters employ to establish their stance towards the news event being communicated and seeking to align or disalign with the issue in a manner that seeks to enlist the reader to do likewise. The study employs the multi-dimensional and multi-perspective approaches of discourse analysis to examine news stories and editorials that communicate issues of conflict. Using genre-theoretic and appraisal–theoretic principles, the study explores a diachronic corpus of 53 news reports and 27 editorials drawn from four selected newspapers, Daily Monitor, The New Vision, Entatsi and Orumuri. It therefore, involves a cross-linguistic comparison of English and Runyankore-Rukiga news texts across government and privately-owned newspapers. The investigation demonstrates that news reports in Runyankore-Rukiga and English in the Ugandan print media exemplify similar generic properties and textual organisation to the Englishlanguage hard news reports obtaining in the Anglo-American world. The editorial texts also largely exhibit rhetorical moves similar to the ones employed in the English-language editorials. Nonetheless, a chronological development of news segments occurs across a considerable number of hard news reports in English and Runyankore-Rukiga. This is evident in the use of markers of cohesion such as anaphoric references, time adjuncts, or a mere positioning of events of similar nature in adjacent segments, which leads to some of them hanging together. Consequently, this feature constrains reordering of segments without causing textual unintelligibility. In particular, the Runyankore-Rukiga news reports display a lengthy and value-laden opening whose elements are usually at variance with the body components or even the actual news event. The interpersonal meanings are actuated via metaphors, implicit judgement, non-core lexis, and occasional proverbs. While both government and private newspapers restrain from overt judgement of human conduct, news reporters from the private newspapers invoke implicit attitudes to assess the behaviour of news actors and occasionally highlight the negative actions, particularly of the police, army, or other government agents depicting their conduct as inappropriate. The government leaning newspapers often assess their conduct in positive terms or avoid mentioning events in which their conduct would have hitherto been construed as negative. The study also established that some of the news reports display affect values activated via the description of circumstances or negative actions of the agents on the affected. This description often involves expressions that trigger in the reader feelings of pity, empathy, or pain for the affected while at the same time evoking anger or disgust for the agent. The study demonstrates how news reporters invoke non-core lexical elements or proverbs to intensify the interpersonal value, thus endorsing the attitudinal value expressed by the locution(s).
AFRIKAANSE OPSOMMING: Hierdie studie het generiese eienskappe van hardenuusberigte en hoofartikels en die aard van taalkundige middele waarop joernaliste hulle beroep om kwessies ten opsigte van konflik in Uganda te kommunikeer, verken. Dit beskryf die tekstuele argitektuur van ʼn hardenuusberig en ʼn hoofartikel wat in die Ugandese gedrukte media ontvou, en die kenmerke wat hardenuus- en hoofartikels in koerante in Engels en Runyankore-Rukiga definieer. Die studie het verder die aard van overte en koverte taalkundige hulpbronne wat verslaggewers en hoofartikelskrywers benut om kwessies ten opsigte van konflik in Engels en Runyankore-Rukiga oor regeringskoerante en private koerante heen te kommunikeer, ondersoek. Dit het ook strategieë ondersoek wat verslaggewers aanwend om hulle standpunt teenoor die nuusgebeurtenis wat gekommunikeer word, te vestig en wat daarna streef om hulle met die kwessie te vereenselwig of daarvan los te maak op ʼn manier wat daarop gemik is om die leser te betrek om dieselfde te doen. Die studie het van die multidimensionele en multiperspektiefbenaderings van diskoers-analise gebruik gemaak om nuusstories en hoofartikels wat kwessies van konflik kommunikeer te ondersoek. Met behulp van genre-teoretiese en waardebepaling-teoretiese beginsels het die studie ʼn diachroniese korpus van 53 nuusberigte en 27 hoofartikels uit vier geselekteerde koerante, Daily Monitor, The New Vision, Entatsi en Orumuri, verken. Dit het dus ʼn kruislinguistiese vergelyking van nuustekste in Engels en Runyankore-Rukiga in regeringskoerante en koerante in privaatbesit behels. Die ondersoek het aangetoon dat nuusberigte in Runyankore-Rukiga en Engels in die Ugandese gedrukte media soortgelyke generiese eienskappe en tekstuele organisasie as Engelstalige hardenuusberigte in die Anglo-Amerikaanse wêreld illustreer. Die hoofartikeltekste het ook meestal retoriese skuiwe soortgelyk aan dié wat in die Engelstalige hoofartikels gebruik word, aangetoon. Nogtans kom daar ʼn chronologiese ontwikkeling van nuussegmente in ʼn groot aantal hardenuusberigte in Engels en Runyankore-Rukiga voor. Dit is duidelik in die gebruik van kohesiemerkers soos anaforiese verwysings, tydsbepalings, of ʼn blote posisionering van gebeure van soortgelyke aard in omliggende segmente wat daartoe lei dat sommige van hulle samehang vertoon. Hierdie eienskap beperk dus herordening van segmente sonder om tekstuele onverstaanbaarheid te veroorsaak. Die nuusberigte in Runyankore-Rukiga, in die besonder, vertoon ʼn lang en waardegelaaide inleiding waarvan die elemente gewoonlik strydig is met komponente van die hoofgedeelte of selfs die ware nuusgebeurtenis. Die interpersoonlike betekenisse word via metafore, implisiete oordeel, niekern-leksis, en sporadiese spreekwoorde aangedryf. Terwyl beide regeringskoerante en private koerante hulle weerhou van overte oordeel oor menslike gedrag, beroep verslaggewers van die private koerante hulle op implisiete gesindhede om die optrede van nuusmakers te beoordeel en beklemtoon partymaal die negatiewe optrede, in die besonder dié van die polisie, weermag of ander regeringsagente, en beeld hulle gedrag as onvanpas uit. Die regeringgesinde koerante assesseer dikwels hulle optrede in positiewe terme of vermy dit om gebeure waarin hulle gedrag wat tot dusver as negatief geïnterpreteer sou word, te noem. Die studie het ook vasgestel dat sommige van die nuusberigte affekwaardes toon wat geaktiveer word via die beskrywing van omstandighede of negatiewe optrede van die agente teenoor die betrokkenes. Hierdie beskrywing behels dikwels uitdrukkings wat by die leser gevoelens van jammerte, empatie of pyn vir die betrokkenes opwek terwyl dit terselfdertyd woede of afkeur vir die agent ontketen. Die studie het aangetoon hoe verslaggewers hulle op niekern- leksikale elemente of spreekwoorde beroep om die interpersoonlike waarde te versterk, en so die houdingswaarde wat deur die segswyse(s) uitgedruk word, onderskryf.
African Doctoral Academy and the Graduate School in the Faculty of Arts and Social Sciences of Stellenbosch University for availing scholarship funds, Makerere University, the Directorate of Human Resources for the study leave and facilitating my travel to and from Stellenbosch; and the Directorate of Research and Graduate Training for the research funds

Past research has addressed the disparities in educational achievement for primary seven school leavers in Uganda but it did not take into account the multidimensional perspectives: those on poverty (as reported by the poor) and on educational inequalities between and within regions, particularly with regard to the impacts of the 1997 Universal Primary Education (UPE) policy. The central question for this enquiry was: whether the UPE policy reforms have eradicated the regional poverty and educational inequalities in Uganda given the evidence of a decade of UPE implementation (1997-2007). Five research questions arose: (1) What is the state of the regional poverty and educational inequalities in Uganda a decade after the launching of the 1997 UPE policy? (2) What are the perceptions of Primary leavers and adults on UPE and NFE and the effects of these interventions in reducing poverty and educational inequalities? (3) Is there evidence that UPE is helping poor people to escape from poverty? (4) How are poor people in Uganda socially constructed? What is the impact of the social construction of UPE on the learning outcomes of learners across the three different locations? and (5) How can UPE be meaningfully designed to help reduce regional poverty and educational inequalities in Uganda? The field data was collected during a year-long (June 2007 - May 2008) qualitative, field-based study of 16 Primary school graduates and pioneer beneficiaries of the 1997 UPE policy and of 34 adults – the latter identified by the nature of their role and position in relation to these UPE graduates. Broadly, the typology provides the central framework for a comparative study, through the diverse perspectives of Primary leavers, head teachers, education officials, community leaders and Education Executive Committee members and others chosen through a purposive sampling strategy, in three distinct education settings (the City, the peri-urban Municipality and the Village) using face-to-face interviews, focus groups and participatory techniques. The research adopted an integrated approach using critical ethnography, social constructionist and the emancipatory paradigms for triangulation. The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ II 2005 - Byamugisha and Ssenabulya) Survey on Numeracy and Literacy levels for Grade 6 in Uganda provided data to validate the findings from the integrated account and to support the thesis that UPE has not reduced regional inequality in Uganda. The study identified the following gaps for further research: (a) gathering robust disaggregated data to address exclusion – gender, disability, socio-economic status, ethnic origin and place of residence; (b) an investigation of the most practical and cost-effective approach to meet the education aspirations of the disadvantaged school-age out-of-school children and youths; c) a study of the impact of the language policy implemented through the thematic curriculum in the multi-lingual and multi-ethnic classrooms, (d) an investigation of the high attrition rates and the attribution of poor quality of UPE to teachers, and (e) a clarification of the meaning of UPE in Uganda from an inclusive and an equity perspective.

The scale and severity of cancer, specifically breast cancer, remains significantly different across the spectrum of low-income to high-income countries. This study explores women’s beliefs about breast cancer and associated prevention and health-seeking behaviors in a rural area of Uganda. Through a critical medical anthropological perspective, the study examines the social, cultural, and economic factors that shape women’s understanding of cancer, and breast cancer specifically, and that influence their use of biomedical services. Data were collected over a three-month period through 35 in-depth interviews and two focus groups with 10 women older than 18 years in the rural setting of Nakirebe within Mpigi District, and through five interviews with health care personnel from a private and a government health care facility in Mpigi District. Quantitative and Qualitative data were analyzed using SPSS version 23 and MAXQDA 12.0.2, respectively. Findings suggest that women in this rural setting have limited access to screening and incomplete knowledge about breast cancer, and cancer in general, and internalize fears of a cancer diagnosis. No women were diagnosed with any type of cancer at the time of this study. Common attitudes towards cancer from the women include inevitable death, cancer is caused by contact with artificial substances and/or germs, and cancer causes pain, wounds that never heal, and the removal of body parts. Recommendations for improving cancer control and management in rural Uganda through awareness initiatives and community health outreach programs are presented.

Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT.
AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur.
Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: If they don’t come out clearly to show us the true picture of different areas, it means that some areas that do not get the weather forecast cannot profit from their farming activities. This pushes our country into more poverty. If an agency can be identified and charged with the responsibility to disseminate the forecast to the various parts of the country, it would greatly help the farmers and Uganda as a country to develop. These are the words of a participant at one of fifteen Ugandan farmer group meetings that were convened and asked to discuss a tape-recorded seasonal weather forecast, following their own rules of procedure. The audio recordings and transcriptions of these meetings, which are in Luganda, form the object of inquiry for this study. Using a multi-perspective approach to spoken discourse analysis, this study investigates manifestations and patterns of participation and decision-making as they emerge through evaluation and appraisal in the context of participatory community development processes. Taking the discourse of farmer group meetings as a genre of business meetings, where the public is included in decision-making interactions between government and citizens, the study invokes the appraisal theory, genre analysis theory, citizenship talk analysis model, and the business-meeting negotiation approach to explore how participants use Luganda to express assessment and make decisions during interactive discourse. The study identifies three main styles of making decisions, which demonstrate a culturally constructed concept of participation in Luganda. Whereas subtle decision-making involves spontaneous group positions that are not formally announced as a decision, explicit decision-making manifests positions that are overtly announced by a participant. Virtual decision-making involves intermittent moves towards a group position. While some meetings have moderators, several others have the role of moderator performed by various participants. Indeed, in several cases participants take turns to speak in a spontaneous way, without having to seek the permission of the moderator. Despite the difference in styles of decision-making, the overarching goal of participation in this genre of Luganda discourse is to reach consensus and to demonstrate a collective identity. This goal however does not take away the right and freedom of participants to reason critically, negotiate for a position, express conflict, and to question authority. This study breaks the ground for further research into areas of evaluation, intercultural communication, forensic linguistics, professional discourse, and other fields of applied linguistics in Ugandan languages, as well as in other African languages.
AFRIKAANSE OPSOMMING: As hulle nie duidelik na vore kom om aan ons die ware prentjie van verskillende gebiede te toon nie, beteken dit dat sommige gebiede wat nie die weervoorspelling kry nie, nie wins uit hulle landbou-aktiwiteite kan maak nie. Dit dompel ons land al meer in armoede. As ʼn agentskap geïdentifiseer kan word en met die verantwoordelikheid getaak kan word om die voorspelling na die verskillende dele van die land te versprei, sal dit die boere baie help en Uganda as ʼn land help ontwikkel. Dit is die woorde van ʼn deelnemer by een van vyftien vergaderings vir Ugandese boere wat byeengeroep is en gevra is om ʼn bandopname van seisoenale weervoorspelling te bespreek deur hulle eie reëls van prosedure te volg. Die bandopnames en transkripsies van hierdie vergaderings in Luganda was die navorsingsonderwerp vir hierdie studie. Met behulp van ʼn multiperspektiefbenadering tot gesproke diskoersanalise het hierdie studie manifestasies en patrone van deelname en besluitneming ondersoek soos dit deur evaluering en waardebepaling teen die agtergrond van deelnemende gemeenskapsontwikkelingsprosesse na vore gekom het. Met die diskoers van vergaderings deur boeregroepe as ʼn genre van sakevergaderings, waar die publiek by besluitnemingsinteraksies tussen regering en burgers ingesluit is, het hierdie studie sig op die teorie van waardebepaling, die teorie van genre-analise, die model vir die analise van burgerskapgesprekke, en die benadering tot sakevergadering-onderhandeling beroep om te verken hoe deelnemers Luganda gebruik om assessering uit te druk en gedurende interaktiewe diskoers besluite te neem. Die studie het drie belangrike besluitnemingstyle geïdentifiseer wat ʼn kultureel gekonstrueerde begrip van deelname in Luganda demonstreer. Terwyl subtiele besluitneming spontane groepsposisies behels wat nie formeel as ʼn besluit bekend gemaak word nie, gee eksplisiete besluitneming blyke van posisies wat op overte wyse deur ʼn deelnemer aangekondig word. Virtuele besluitneming behels intermitterende beweging in die rigting van ʼn groepsposisie. Terwyl sommige vergaderings moderators het, voer verskeie ander die rol van moderator deur verskillende deelnemers uit. Om die waarheid te sê, in etlike gevalle neem deelnemers beurte om op ʼn spontane wyse te praat, sonder om die toestemming van die moderator te verkry. Ondanks die verskil in besluitnemingstyle is die oorkoepelende doel van deelname in hierdie genre van Luganda-diskoers om konsensus te bereik en ʼn kollektiewe identiteit te toon. Hierdie doel neem egter nie die reg en vryheid van deelnemers om krities te redeneer, vir ʼn posisie te onderhandel, konflik uit te spreek, en gesag te bevraagteken weg nie. Hierdie studie baan die weg vir verdere navorsing ten opsigte van gebiede van evaluering, interkulturele kommunikasie, forensiese linguistiek, professionele diskoers, en ander gebiede van toegepaste linguistiek in Ugandese tale, asook in ander Afrikatale.
The Graduate School of the Faculty of Arts and Social Sciences at the University of Stellenbosch, the African Doctoral Academy (ADA), Makerere University, the French Institute for Research in Africa (IFRA), and the Center for Research on Environmental Decisions (CRED) at Columbia University

ABSTRACT Background: Cervical cancer ranked the fourth most cancer incidence in women. WHO announced that 311,000 women died from the disease in 2018. Cervical cancer screening uptake remains low, especially in low- and middle-income countries. This scoping review aimed to investigate the motivation for early detection of cervical cancer in women of reproductive age. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ResearchGate, and grey literature through the Google Scholar search engine databases. The inclusion criteria were English-language and full-text articles published between 2010 and 2020. A total of 275 articles were obtained by the searched database. After the review process, twelve articles were eligible for this review. The quality of searched articles was appraised by Joanna Briggs Institute Critical Appraisal tools. The data were reported by the PRISMA flow chart. Results: Seven articles from developing countries (Jamaica, Nepal, Africa, Nigeria, Libya, and Uganda) and five articles from developed countries (England, Canada, Sweden, and Japan) met the inclusion criteria with cross-sectional studies. The selected existing studies discussed 3 main themes related to motivation to early detection of cervical cancer, namely sexual and reproductive health problems, diseases, and influence factors. Conclusion: Motivation for cervical cancer screening uptake is strongly related to the early detection of cervical cancer among reproductive-aged women. Client-centered counseling and comprehensive sexual and reproductive health education play an important role in delivering information about the importance of cervical cancer screening. Keywords: motivation, cervical cancer, screening, early detection, reproductive-aged Correspondence: Siti Nurul Khotimah. Health Sciences Department of Master Program, Universitas Aisyiyah Yogyakarta. Jl. Siliwangi (Ringroad Barat) No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: Sitinurulkhotimah1988@gmail.com. Mobile: +6281227888442. DOI: https://doi.org/10.26911/the7thicph.03.65

The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.

This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).