Globalisation and the Mother Tongue in Uganda An Examination of Public Perceptions to Native Languages in Education Today
Globalisation and the Mother Tongue in Uganda by Venansio Ahabwe, published by Pageturner, Press and Media on February 7, 2020, explores the evolving role of native languages in Uganda’s education system. This 134-page book examines the historical context of Western education in Uganda, which has traditionally emphasized the English language, and contrasts it with recent government policies advocating for the inclusion of native languages in primary education. The author addresses the challenges faced in this transition, including the scarcity of mother tongue teachers and instructional materials.
Readers will find a thorough analysis of public perceptions regarding native languages and their significance in education today. The book discusses the impact of migration, urbanization, and globalization on language use and identity, highlighting the community’s struggle to balance local languages with the demand for a global language. Ahabwe emphasizes the importance of participatory planning in educational policy, urging stakeholders such as policymakers, curriculum developers, and educationists to collaborate for effective implementation of multilingual education strategies.
Official synopsis Publisher
Western education, introduced in Uganda during the 19th century, was synonymous with the English language. At the dawn of the 21st century, however, government has adopted a policy that aims to place native languages at the centre of basic (primary) education. Challenges abound though. Mother tongue teachers, literature and basic instructional materials are largely nonexistent. Citizens are used to an education that encouraged learning through and knowledge of English. Migration, intermarriages, and urbanisation have mingled people of diverse origins to disorient their mother tongues. Increased exposure to worldwide affairs has persuaded the community that, as members of ?a globalised world’, they ought to be introduced to ?a global language’ early in life.They do not know a country that has successfully implemented multilingualism. This book highlights the need for policy makers, curriculum developers, linguists and educationists to embrace participatory planning approaches to derive wider stakeholder input, consensus, ownership and long-term support of public programmes.
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