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1
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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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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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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Williams, Lars Hedegaard. "Negotiating languages of suffering in northern Uganda." Qualitative Studies 6, no. 1 (January 21, 2021): 142–57. http://dx.doi.org/10.7146/qs.v6i1.124456.
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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.
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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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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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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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Clist, Paul, and Arjan Verschoor. "Multilingualism and public goods provision: An experiment in two languages in Uganda." Journal of Development Economics 129 (November 2017): 47–57. http://dx.doi.org/10.1016/j.jdeveco.2017.08.003.
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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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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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Dennison, David Brian. "The Resonance of Colonial Era Customary Codes in Contemporary Uganda." Potchefstroom Electronic Law Journal 22 (December 12, 2019): 1–25. http://dx.doi.org/10.17159/1727-3781/2019/v22i0a7587.
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Colonial era codifications of customary law – especially those codified in indigenous first languages – have a resilient capacity to form and inform living customary law. In the context of Mukono District, Uganda, modern conceptions of customary law are informed and shaped by colonial era codifications promulgated by the British Protectorate and the Kingdom of Buganda. This research insight offers practical benefits to those seeking to promote access to justice and human rights development in Mukono District. Such benefits speak to the potential vitality and relevance of colonial era customary codifications. Misgivings about the alien influences and exploitative purposes that distorted and corrupted colonial era codes do not warrant disregard of their active legacy within modern customary legal frameworks. The use of receptive research approaches such as those developed and modelled by Sally Falk Moore can help ensure the ongoing influence of colonial era codes are not hidden by contemporary orthodoxies and biases.
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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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Muzoora, Michael, Daniel R. Terry, and Agatha A. Asiimwe. "The Valorisation of African Languages and Policies in the African Education Systems: A Case of Uganda." Universal Journal of Educational Research 2, no. 1 (January 2014): 42–50. http://dx.doi.org/10.13189/ujer.2014.020105.
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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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Madinah, Nabukeera. "The Performance of National Identification and Registration Authority in Uganda: 2016-2017." World Journal of Social Science Research 7, no. 3 (July 16, 2020): p26. http://dx.doi.org/10.22158/wjssr.v7n3p26.
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Biometric national identity card systems are gradually becoming attractive within Africa and considered as a vital social element. It is presumed that offering national identity cards to all the citizenry will help African governments to fight numerous societal malevolence such as extremism, unlawful immigration, deceitful activities, and quicken community service delivery. However, the introduction of national identity card has been a matter of academic and policy debate. This paper assessed the service delivery performance of the National Identification and Registration Authority (NIRA) a mixed method approach was used and results indicated delays in new Identity Card (ID) application, replacement and change of ID particulars in in both 2016 and 2017 in Uganda. It was suggested that there is need for service level agreement, translation of application forms in different languages, strategy to deal with priorities, increase band width for data connectivity in upcountry offices and scrap the replacement fees.
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Gbadamosi, Ayantunji, Robert E. Hinson, Eddy K. Tukamushaba, and Irene Ingunjiri. "Children's Attitudinal Reactions to TV Advertisements: The African Experience." International Journal of Market Research 54, no. 4 (July 2012): 543–66. http://dx.doi.org/10.2501/ijmr-54-4-543-566.
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This paper is aimed at exploring African children's attitudinal reactions to television advertisements. A total of 65 children from four African countries - Ghana, Nigeria, Kenya and Uganda - participated in 12 focus group discussions on the subject matter. Findings suggest that they like television advertising in relation to its entertainment features - especially when the messages feature children characters, cartoons, music, celebrities and humour - and those promoting foods. They also derive excitement from advertising messages that are presented in Pidgin language and/or humorously integrated with local languages. However, they have an aversion to messages that terrify them and those they consider boring. This paper supplements the existing literature on the attitudes of children to advertising, but from Africa as a different contextual platform. It also suggests directions for the effective use of marketing communications strategies in relation to television advertising for marketers and other bodies with special roles in communicating with children such as government agencies and NGOs.
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Mugunga, Ann, and Angella Napakol. "Using the IDEA model to analyze messages used in Hepatitis B vaccination in Uganda." Proceedings of the International Crisis and Risk Communication Conference 3 (March 11, 2020): 33–36. http://dx.doi.org/10.30658/icrcc.2020.8.
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This research analyzed the messages that both the Government of Uganda and the National organization of persons living with Hepatitis B use to communicate to at-risk populations in order to enable them take up the vaccination against Hepatitis B. Content analysis was carried out on two electronic fliers circulated from the ministry of health’s program in charge of Hepatitis control and treatment, and one hard copy flier from the National organization of persons living with Hepatitis B. The study assessed how the publications made use of the IDEA concepts of internalization, distribution, explanation and action in getting the audience to take up the vaccination against Hepatitis B. The findings are relevant to information, education and communication message initiators in the health sector, as they underline the importance of clear messages, distributed in various channels and available in many languages.
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Challand, S. "A survey of the use of medicinal plants and other traditional medicine in Kasese District, Uganda." Tropical Doctor 35, no. 4 (October 1, 2005): 222–24. http://dx.doi.org/10.1258/004947505774938512.
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The use and value of traditional plants and medicines is only slowly being investigated by Western medical organizations. A survey of 492 members of support groups and health-care clinics in Kasese district, Uganda was undertaken in a group setting: 23 groups with a mean size of 21, age range 4-53, which represented 0.1% of the population, covering nine of the 20 sub-counties, both in the native languages and in English, using photographs and specimens of 12 plants. Most admitted to using plants at some time 81% for self, 77% for their children; 45% admitted to using traditional healers as a source for information about health. Most plants were home grown or available locally. Medicinal plants were used for respiratory infections, fever, malaria and diarrhoea/vomiting. HIV/AIDS was rarely treated with medicinal plants.
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Twaakyondo, Hashim M., and Kennedy Mwakisole. "Open Source Kiswahili Spell Checker (SW-TZ)." Tanzania Journal of Engineering and Technology 34, no. 1 (June 30, 2013): 15–25. http://dx.doi.org/10.52339/tjet.v34i1.455.
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Different English software products are localized into many native languages spoken around the world, the most popular software products localized so far are word processing software and web browsers. The effort has begun to localize these software products in Kiswahili language which is widely spoken in Tanzania, East and Central Africa. Kiswahiliis an official language of Tanzania, and is a national language in Uganda and Kenya. To make these software products useful to Kiswahili speaking community particularly in Tanzania a new Kiswahili spell checker has been developed and, it uses most of the Kiswahili words spoken in Tanzania and its locale identity is sw-TZ for OpenOffice.org and Mozilla Firefox while Kiswahili spoken in Kenya has a locale identity sw-KE which is common for Microsoft office products. It was developed due to the shortcomings of first ever Kiswahili spell checker developed by Open Kiswahili Localization Project(KILINUX). A spell-checking tool called MySpell has been used in developing a new spell checker. The dictionary of a new spell checker consists of 4894 stems and its affixes were created based on Kiswahili noun classification system and by selecting different groups of verb stems that follow the same trends in generating other Kiswahili valid words. Thispaper addresses the shortcomings of the existing spell checker and the approach carried out to develop a new spell checker.
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Bickmore, Lee S. "Unaltered morphemes as phonological triggers and targets in Rutooro." Journal of African Languages and Linguistics 40, no. 1 (July 26, 2019): 3–22. http://dx.doi.org/10.1515/jall-2019-0002.
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Abstract Rutooro, a Bantu language spoken in western Uganda, exhibits two processes common to Bantu languages: Mid Vowel Harmony (MVH), by which a high vowel is lowered to mid if it follows a mid root vowel, and Consonant Mutation (CM), by which a high front vowel of certain morphemes trigger a change in the immediately preceding consonant. In forms where both rules could potentially apply, CM applies, but MVH does not, even though its structural description is met. Ultimately, it is shown that MVH is blocked when an alveolar fricative intervenes between the trigger and the target. The most anomalous forms are those that contain the short causative /-i/ and the Perfective suffix /-ir/. In some forms CM would be expected to apply, but does not, and in other forms MVH is expected to be blocked, but is not. The key to the analysis lies in the fact that CM is not a purely phonological process, but rather is only triggered by a small set of specific morphemes. The surface anomalies in the perfect forms can all be accounted for if one formalizes the relevant processes as only being triggered (or blocked) by unaltered [-ir].
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Tweheyo, Raymond, Hannah Selig, Dustin G. Gibson, George William Pariyo, and Elizeus Rutebemberwa. "User Perceptions and Experiences of an Interactive Voice Response Mobile Phone Survey Pilot in Uganda: Qualitative Study." JMIR Formative Research 4, no. 12 (December 3, 2020): e21671. http://dx.doi.org/10.2196/21671.
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Background With the growing burden of noncommunicable diseases in low- and middle- income countries, the World Health Organization recommended a stepwise approach of surveillance for noncommunicable diseases. This is expensive to conduct on a frequent basis and using interactive voice response mobile phone surveys has been put forth as an alternative. However, there is limited evidence on how to design and deliver interactive voice response calls that are robust and acceptable to respondents. Objective This study aimed to explore user perceptions and experiences of receiving and responding to an interactive voice response call in Uganda in order to adapt and refine the instrument prior to national deployment. Methods A qualitative study design was used and comprised a locally translated audiorecorded interactive voice response survey delivered in 4 languages to 59 purposively selected participants' mobile phones in 5 survey rounds guided by data saturation. The interactive voice response survey had modules on sociodemographic characteristics, physical activity, fruit and vegetable consumption, diabetes, and hypertension. After the interactive voice response survey, study staff called participants back and used a semistructured interview to collect information on the participant’s perceptions of interactive voice response call audibility, instruction clarity, interview pace, language courtesy and appropriateness, the validity of questions, and the lottery incentive. Descriptive statistics were used for the interactive voice response survey, while a framework analysis was used to analyze qualitative data. Results Key findings that favored interactive voice response survey participation or completion included preference for brief surveys of 10 minutes or shorter, preference for evening calls between 6 PM and 10 PM, preference for courteous language, and favorable perceptions of the lottery-type incentive. While key findings curtailing participation were suspicion about the caller’s identity, unclear voice, confusing skip patterns, difficulty with the phone interface such as for selecting inappropriate digits for both ordinary and smartphones, and poor network connectivity for remote and rural participants. Conclusions Interactive voice response surveys should be as brief as possible and considerate of local preferences to increase completion rates. Caller credibility needs to be enhanced through either masking the caller or prior community mobilization. There is need to evaluate the preferred timing of interactive voice response calls, as the finding of evening call preference is inconclusive and might be contextual.
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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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Kisa, Sarah, Godfrey Ejuu, and Joyce Ayikoru Asiimwe. "Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda." American Journal of Education and Practice 4, no. 1 (August 18, 2020): 44–59. http://dx.doi.org/10.47672/ajep.558.
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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
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Walters, Christine, Hasina Rakotomanana, Joel Komakech, and Barbara Stoecker. "Facilitators and Barriers of Breastfeeding in Post-emergency Settlements: Qualitative Findings From Uganda." Current Developments in Nutrition 5, Supplement_2 (June 2021): 696. http://dx.doi.org/10.1093/cdn/nzab045_078.
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Abstract Objectives Suboptimal breastfeeding practices have been reported among vulnerable populations including those living in post-emergency refugee settlements. This study investigated the barriers and facilitators of breastfeeding in post-emergency settlements in Adjumani district, in the West Nile region in Uganda. Methods Participants included mothers and fathers of children less than 23 months of age who lived in post-emergency refugee settlements of Agojo, Ayilo, and Nyumanzi. Participants formed a total of five focus group discussions (FGDs); four FGDs for mothers and two FGDs for fathers. The FGDs were conducted in native languages, Dinka and Madi, and were audio-recorded. Data were transcribed verbatim and back-translated into English. Thematic analysis was used and data were analyzed using NVivo v. 12. Results The mean age (years) for mothers was 27.1 and 39.7 for fathers. Over half (61.9%) of mothers and many fathers (74.9%) received some formal education. Over a quarter (28.5%) of mothers attended less than 4 antenatal visits during their last pregnancy. Facilitators of breastfeeding included knowledge of breastfeeding benefits, support from husband/father, support from the community, and support from non-governmental organizations. Mothers and fathers reported that breastfeeding protected children from diseases and breasted children grow well. Four themes were identified as barriers of breastfeeding: physical, socioeconomic, knowledge, and psychosocial barriers. Mothers and fathers reported physical barriers such as mothers stop breastfeeding when they are sick or they feel they are not producing enough breastmilk. Mothers described socioeconomic barriers including working outside the home and educated mothers chose to use other milk. Fathers reported psychosocial barriers such as mothers’ fear of pain during breastfeeding and maternal mental health issues. Conclusions Policies and interventions that aim to improve breastfeeding in post-emergency settlements should consider addressing the barriers to breastfeeding at each level: physical, socioeconomic, knowledge, and psychosocial. Involving and encouraging support from husbands/fathers, relatives, and the community may increase adherence to breastfeeding recommendations. Funding Sources Thoma Chair, Oklahoma State University.
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Myers-Scotton, Carol. "Ali A. Mazrui & Alamin M. Mazrui, The power of Babel: Language and governance in the African experience. Chicago: University of Chicago Press; Oxford: James Currey; Kampala: Fountain Publishers; Nairobi: East African Educational Publishers; Cape Town: David Philip, 1998. Pp. xii, 228. Hb $40.00, pb $15.25." Language in Society 29, no. 3 (July 2000): 446–49. http://dx.doi.org/10.1017/s0047404500333048.
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To understand this book, a little background information helps. I first encountered Ali Mazrui in 1968–70 when I was the first lecturer in linguistics at Makerere University in Kampala, Uganda; Mazrui, a member of the political science faculty, was already a famous orator, acknowledged by all as possessing “a golden tongue.” Since then, he has gone on to become probably the most famous African studies professor in the United States; he was the presenter of the nine-part BBC/PBS television series The Africans: A triple heritage, and he is the author of many books and articles on Africa. He has taught at many universities around the world, and is now director of the Institute of Global Cultural Studies and Albert Schweitzer Professor in the Humanities at the State University of New York at Binghamton. His junior co-author (a relative?), Alamin M. Mazrui, was trained as a linguist and is an associate professor of Black studies at Ohio State University. Both are native speakers of Swahili from Mombasa, Kenya (they prefer to refer to the language as Kiswahili, with its noun class prefix, as it would be if one were speaking the language itself). Kiswahili, of course, is probably the best-known African language; many people in East Africa and other areas (e.g. the Democratic Republic of Congo) speak it as a second language. Furthermore, it is one of the few indigenous languages with official status in an African nation; it is the official language of Tanzania, and the co-official language in Kenya along with English. However, Kiswahili is spoken natively mainly along the East African coastline and on the offshore islands (e.g. Zanzibar), often by persons with a dual Arabic-African heritage similar to that of the Mazruis.
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Agarwal, Smisha, Udochisom Anaba, Timothy Abuya, Richard Kintu, Alain Casseus, Sharif Hossain, Melvin Obadha, and Charlotte E. Warren. "Understanding incentive preferences of community health workers using discrete choice experiments: a multicountry protocol for Kenya, Uganda, Bangladesh and Haiti." BMJ Open 9, no. 12 (December 2019): e033601. http://dx.doi.org/10.1136/bmjopen-2019-033601.
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IntroductionThere is a renewed global interest in improving community health worker (CHW) programmes. For CHW programmes to be effective, key intervention design factors which contribute to the performance of CHWs need to be identified. The recent WHO guidelines recommends the combination of financial and non-financial incentives to improve CHW performance. However, evidence gaps remain as to what package of incentives will improve their performance in different country contexts. This study aims to evaluate CHW incentive preferences to improve performance and retention which will strengthen CHW programmes and help governments leverage limited resources appropriately.Methods and analysisA discrete choice experiment (DCE) will be conducted with CHWs in Bangladesh, Haiti, Kenya and Uganda with different levels of maturity of CHWs programmes. This will be carried out in two phases. Phase 1 will involve preliminary qualitative research including focus group discussions (FGDs) and key informant interviews to develop the DCE design which will include attributes relevant to the CHW country settings. Phase 2 will involve a DCE survey with CHWs, presenting them with a series of job choices with varying attribute levels. An orthogonal design will be used to generate the choice sets for the surveys. The surveys will be administered in locally-appropriate languages to at least 150 CHWs from each of the cadres in each country. Conditional and mixed multinomial logit (MMNL) models will be used for the estimation of stated preferences.Ethics and disseminationThis study has been reviewed and approved by the Population Council’s Institutional Review Board in New York, and appropriate ethics review boards in Kenya, Uganda, Bangladesh and Haiti. The results of the study will be disseminated through in-country dissemination workshops, meetings with country-level stakeholders and policy working groups, print media, online blogs and peer-reviewed journals.
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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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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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Chemutai, Violet, Julius Nteziyaremye, and Gabriel Julius Wandabwa. "Lived Experiences of Adolescent Mothers Attending Mbale Regional Referral Hospital: A Phenomenological Study." Obstetrics and Gynecology International 2020 (November 23, 2020): 1–11. http://dx.doi.org/10.1155/2020/8897709.
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Background. Adolescence is a period of transition from childhood to adulthood, and is a critical stage in ones’ development. It is characterized by immense opportunities and risks. By 2016, 16% of the world’s population was of adolescents, with 82% residing in developing countries. About 12 million births were in 15–19 year olds. Sub-Saharan Africa, particularly East Africa, has high adolescent pregnancy rates, as high as 35.8% in eastern Uganda. Maternal mortality ratio (MMR) attributable to 15–19 years olds is significant with 17.1% of Uganda’s MMR 336/100.000 live births being in this age group. Whereas research is awash with contributing factors to such pregnancies, little is known about lived experiences during early motherhood. This study reports the lived experiences of adolescent mothers attending Mbale Hospital. Materials and Methods. A phenomenological study design was used in which adolescent mothers that were attending Young Child Clinic were identified from the register and simple random sampling was used to select participants. We called these mothers by way of phone numbers and asked them to come for focus group discussions that were limited to 9 mothers per group and lasting about 45 minutes–1 hour. Ethical approval was sought and informed written consent obtained from participants. At every focus group discussion, the data which had largely been taken in local languages was transcribed and translated verbatim into English. Results. The research revealed that adolescent mothers go through hard times especially with the changes of pregnancy and fear of unknown during intrapartum and immediate postpartum period and are largely treated negatively by family and other community members in addition to experiencing extreme hardships during parenting. However, these early mothers’ stress is alleviated by the joy of seeing their own babies. Conclusion. Adolescent motherhood presents a high risk group and efforts to support them during antenatal care with special adolescent ANC clinics and continuous counseling together with their household should be emphasized to optimize outcome not only during pregnancy but also thereafter. Involving these mothers in technical courses to equip them with skills that can foster self-employment and providing support to enable them pursue further education should be explored.
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Chisa, Ken, and Ruth Hoskins. "THE EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGIES ON INDIGENOUS COMMUNITIES IN SOUTH AFRICA: A LIBRARY AND INFORMATION SCIENCE PERSPECTIVE." Mousaion: South African Journal of Information Studies 32, no. 3 (September 30, 2016): 49–68. http://dx.doi.org/10.25159/0027-2639/1676.
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When information and communication technologies (ICTs) are introduced in an indigenous environment, they bring along with them mass media, popular culture and global languages such as English. This may cause conflict with existing local traditions and may sometimes erode cultural stability. Paradoxically, these technologies can also empower the same community with new tools to create new economic, social and political opportunities besides preserving, promoting, and even safeguarding its indigenous cultural identity. This dichotomy begs the question: under which conditions can ICTs empower indigenous communities? This article investigates this question, focusing on the role of ICTs in promoting indigenous peoples’ livelihoods in South Africa. It analyses key factors under which information and knowledge can be instrumental for the empowerment of marginalised groups. The article argues that improved access to information coupled with ICT skills can enhance indigenous peoples’ capabilities to make strategic life choices and uplift their own livelihoods. Furthermore, the article develops an alternative evaluation framework for ICT interventions in indigenous communities based on Sen’s (1999) capability approach. In contrast to the dominant narrative around the ‘digital divide’, this framework places the human development of indigenous communities other than ICTs at the centre of the analysis. With examples and experiences from two case studiesfrom South Africa and Uganda, the article concludes that there is no direct causal link between ICTs and the social development of indigenous communities, but that in fact this relationship is shaped by a dynamic, multi-dimensional interrelationship between technology and the social context.
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Byonanebye, Dathan Mirembe, Maria S. Nabaggala, Agnes Bwanika Naggirinya, Mohammed Lamorde, Elizabeth Oseku, Rachel King, Noela Owarwo, et al. "An Interactive Voice Response Software to Improve the Quality of Life of People Living With HIV in Uganda: Randomized Controlled Trial." JMIR mHealth and uHealth 9, no. 2 (February 11, 2021): e22229. http://dx.doi.org/10.2196/22229.
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Background Following the successful scale-up of antiretroviral therapy (ART), the focus is now on ensuring good quality of life (QoL) and sustained viral suppression in people living with HIV. The access to mobile technology in the most burdened countries is increasing rapidly, and therefore, mobile health (mHealth) technologies could be leveraged to improve QoL in people living with HIV. However, data on the impact of mHealth tools on the QoL in people living with HIV are limited to the evaluation of SMS text messaging; these are infeasible in high-illiteracy settings. Objective The primary and secondary outcomes were to determine the impact of interactive voice response (IVR) technology on Medical Outcomes Study HIV QoL scores and viral suppression at 12 months, respectively. Methods Within the Call for Life study, ART-experienced and ART-naïve people living with HIV commencing ART were randomized (1:1 ratio) to the control (no IVR support) or intervention arm (daily adherence and pre-appointment reminders, health information tips, and option to report symptoms). The software evaluated was Call for Life Uganda, an IVR technology that is based on the Mobile Technology for Community Health open-source software. Eligibility criteria for participation included access to a phone, fluency in local languages, and provision of consent. The differences in differences (DIDs) were computed, adjusting for baseline HIV RNA and CD4. Results Overall, 600 participants (413 female, 68.8%) were enrolled and followed-up for 12 months. In the intervention arm of 300 participants, 298 (99.3%) opted for IVR and 2 (0.7%) chose SMS text messaging as the mode of receiving reminders and health tips. At 12 months, there was no overall difference in the QoL between the intervention and control arms (DID=0.0; P=.99) or HIV RNA (DID=0.01; P=.94). At 12 months, 124 of the 256 (48.4%) active participants had picked up at least 50% of the calls. In the active intervention participants, high users (received >75% of reminders) had overall higher QoL compared to low users (received <25% of reminders) (92.2 versus 87.8, P=.02). Similarly, high users also had higher QoL scores in the mental health domain (93.1 versus 86.8, P=.008) and better appointment keeping. Similarly, participants with moderate use (51%-75%) had better viral suppression at 12 months (80/94, 85% versus 11/19, 58%, P=.006). Conclusions Overall, there was high uptake and acceptability of the IVR tool. While we found no overall difference in the QoL and viral suppression between study arms, people living with HIV with higher usage of the tool showed greater improvements in QoL, viral suppression, and appointment keeping. With the declining resources available to HIV programs and the increasing number of people living with HIV accessing ART, IVR technology could be used to support patient care. The tool may be helpful in situations where physical consultations are infeasible, including the current COVID epidemic. Trial Registration ClinicalTrials.gov NCT02953080; https://clinicaltrials.gov/ct2/show/NCT02953080
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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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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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Юзмухаметов, Рамиль Тагирович. "PERSIAN LEXICAL LOANWORDS IN SWAHILI." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 3(108) (October 20, 2020): 125–32. http://dx.doi.org/10.37972/chgpu.2020.108.3.014.
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Статья посвящена исследованию персидских лексических заимствований в языке суахили. Язык суахили является официальным языком ряда государств в Восточной Африке, таких как Танзания, Кения, Уганда, Коморские острова и др., эти страны можно считать родиной суахили. Актуальность исследования определяется интересом к распространению персидской заимствованной лексики в Восточной Африке параллельно с интересом к вопросу истории появления мусульманской культуры в Восточной Африке. Несмотря на то что арабские заимствования проникали в языки банту одновременно с персидскими словами, в этой статье рассмотрены исключительно персидские слова с целью подробнее исследовать тематические и структурные группы персидских заимствований, фонетические, морфологические и лексико-семантические изменения в них. Методологической и теоретической базой для исследования стали труды отечественных и зарубежных языковедов и африканистов, изучавших историю языка суахили, его строение, лексический состав, а также этническую структуру общества в Восточной Африке. Материалом для исследования послужили заимствованные из персидского языка слова, зафиксированные в «Суахили-русском словаре» под редакцией Н. В. Громовой. В лексическом составе языка суахили содержится значительное количество иностранных заимствований, что отражает разные периоды истории колонизации и освоения Восточной Африки. Персидских слов в суахили содержится порядка тридцати. Они представлены главным образом конкретными именами, обозначающими различные бытовые понятия, имеется и несколько абстрактных слов, связанных с религией и общественным укладом жизни. В морфологическом, фонологическом и лексико-семантическом плане обнаружены признаки глубокого усвоения иранизмов со стороны языка-реципиента - банту. The article is devoted to the study of Persian lexical borrowings in Swahili. Swahili is the official language of a number of states in East Africa; these are Tanzania, Kenya, Uganda, the Comoros and others. These countries can be considered the homeland of Swahili. The relevance of the study is determined by interest in the distribution of Persian borrowed vocabulary in East Africa, along with interest in the issue of the history of the emergence of Muslim culture in East Africa. Despite the fact that Arabic borrowings penetrated the Bantu languages simultaneously with Persian words, this article exclusively discusses Persian words in order to study in more detail the thematic and structural groups of Persian borrowings, phonetic, morphological and lexical-semantic changes in them. The methodological and theoretical framework for this study was determined by works of the domestic and foreign linguists and africanists who studied the history of Swahili, its structural and lexical composition. The material for the study was taken from “Swahili-Russian Dictionary” (ed. N. V. Gromova). The lexical composition of Swahili contains a significant amount of foreign lexical borrowings, which reflects different periods of the history of colonization of East Africa. There are about thirty Persian words in Swahili. They are represented mainly by specific words denoting various everyday concepts, and there are several abstract words related to religion and the social way of life. On the morphological, phonological, and lexical-semantic plane, signs of a deep assimilation of Iranisms by the recipient language, Bantu, were found
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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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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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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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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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Bernsten, Jan. "Runyakitara: Uganda's 'New' Language." Journal of Multilingual and Multicultural Development 19, no. 2 (March 1998): 93–107. http://dx.doi.org/10.1080/01434639808666345.
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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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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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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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Busimba, James Taabu. "Re-language-ing Shakespeare for a Ugandan readership: Potentials and pitfalls of translating King Lear in a Ugandan language." Early Modern Culture Online 6, no. 1 (October 19, 2015): 23. http://dx.doi.org/10.15845/emco.v6i1.1258.
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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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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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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.