Tensions between English medium and mother tongue education in rural Ugandan primary schools

Abstract

This chapter focuses on how teachers understand and manage the transition from mother tongue education to English medium education in Uganda. It seeks to investigate how teachers employ English and the mother tongue in the teaching and learning process. The findings reveal that government and private schools in Uganda implement the current language policy in different ways, creating different environments for the exposure of the learners to the English language. Moreover, teachers in the two sets of schools hold different views and engage in varying practices in the teaching and learning of English.

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