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Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda
Language Matters ( IF 0.583 ) Pub Date : 2020-04-08 , DOI: 10.1080/10228195.2020.1717587
Medadi Ssentanda 1 , Allen Asiimwe 2
Affiliation  

Abstract

Literacy in the early years is crucial but attained amidst various challenges, especially in the Global South. Based on fieldwork conducted in October 2018 in four primary schools in Gulu district, Acoli region, northern Uganda, this study investigates school characteristics and facilities available to learners and teachers to scaffold the acquisition of literacy in the early years of schooling. These are discussed within the framework of Uganda’s mother-tongue education programme with a focus on the challenges of literacy acquisition. Data were collected from four schools by means of questionnaires, classroom interactions, and interviews, and were analysed through triangulation. The findings suggest that there are difficulties to attaining literacy within the MT education programme. Some of the challenges relate to teachers’ attitudes and practices, lack of school materials, poor school conditions, and large learner numbers per class. The implications of the observed challenges to literacy acquisition are discussed.



中文翻译:

乌干达北部农村小学对读写能力的挑战

摘要

早期的扫盲至关重要,但在各种挑战中,尤其是在全球南方,这已经达到了。基于2018年10月在乌干达北部阿库利地区古卢区的四所小学进行的实地调查,本研究调查了学校的特点和设施,供学习者和教师在学习的早期阶段支持扫盲的学习。在乌干达母语教育计划的框架内讨论了这些内容,重点是扫盲知识的挑战。通过问卷,课堂互动和访谈从四所学校收集数据,并通过三角剖分进行分析。调查结果表明,在MT教育计划中要实现识字率有困难。一些挑战与教师的态度和做法,缺乏学校教材,恶劣的学校条件以及每班学生人数众多有关。讨论了所观察到的挑战对读写能力的影响。

更新日期:2020-04-08
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