Department of Languages and Literature

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A COMPARATIVE STUDY OF LEBLANGO AND FRENCH VOWEL SOUNDS: IMPLICATIONS FOR LEBLANGO SPEAKERS OF FRENCH AS A THIRD LANGUAGE
(2026-10-08) Opio Bosco
This study, titled “A Comparative Study of Leblango and French Vowel Sounds: Implications for Leblango Speakers of French as a Third Language (L3)”, compared the vowel systems of Leblango and French and examined their impact on French vowel pronunciation by L1 Leblango speakers. The analysis was conducted using the parameters of vowel height, backness, rounding, nasality, and distribution. The study employed a descriptive survey and comparative research design within a framework combining the Contrastive Analysis Hypothesis and Autosegmental Phonology. Data were collected from 20 advanced French speakers from the Lango sub-region, selected via purposive sampling. The study used audio-recorded conversational modules and reading activities. French reference data were sourced from the Corpus de Français Parlé Parisien des années 2000 (CFPP2000). The findings reveal that Leblango and French share the oral vowels /a, e, ɛ, i, ɔ, o, u, ə/ and the nasal vowels /ɔ̃/ and /ɛ̃/. The primary differences are the presence in French of front rounded vowels /y/, /ø/, /œ/ and the distinct nasal vowels /œ̃/ and /ɑ̃/, which are absent in Leblango. These similarities could be said to have facilitated the accurate pronunciation of shared French vowels, such as /i/ in si and /ɔ̃/ in bon. Conversely, the differences could be said to have led to systematic challenges, resulting in substitutions like the realization of /y/ as [u] in tu and /œ̃/ as [ɛ̃] in un. The study recommends that French language teachers in the Lango sub-region familiarize themselves with both vowel systems and adopt pedagogical methods that explicitly address these phonological contrasts, and utilize targeted listening, pronunciation exercise, and contrastive drills to enhance learners' proficiency.
A COMPARATIVE STUDY OF LEBLANGO AND FRENCH VOWEL SOUNDS: IMPLICATIONS FOR LEBLANGO SPEAKERS OF FRENCH AS A THIRD LANGUAGE
(Gulu University, 2026) Opio Bosco
This study, titled “A Comparative Study of Leblango and French Vowel Sounds: Implications for Leblango Speakers of French as a Third Language (L3)”, compared the vowel systems of Leblango and French and examined their impact on French vowel pronunciation by L1 Leblango speakers. The analysis was conducted using the parameters of vowel height, backness, rounding, nasality, and distribution. The study employed a descriptive survey and comparative research design within a framework combining the Contrastive Analysis Hypothesis and Autosegmental Phonology. Data were collected from 20 advanced French speakers from the Lango sub-region, selected via purposive sampling. The study used audio-recorded conversational modules and reading activities. French reference data were sourced from the Corpus de Français Parlé Parisien des années 2000 (CFPP2000). The findings reveal that Leblango and French share the oral vowels /a, e, ɛ, i, ɔ, o, u, ə/ and the nasal vowels /ɔ̃/ and /ɛ̃/. The primary differences are the presence in French of front rounded vowels /y/, /ø/, /oe/ and the distinct nasal vowels /oẽ/ and /ɑ̃/, which are absent in Leblango. These similarities could be said to have facilitated the accurate pronunciation of shared French vowels, such as /i/ in si and /ɔ̃/ in bon. Conversely, the differences could be said to have led to systematic challenges, resulting in substitutions like the realization of /y/ as [u] in tu and /oẽ/ as [ɛ̃] in un. The study recommends that French language teachers in the Lango sub-region familiarize themselves with both vowel systems and adopt pedagogical methods that explicitly address these phonological contrasts, and utilize targeted listening, pronunciation exercise, and contrastive drills to enhance learners' proficiency.
A COMPARATIVE STUDY OF THE PHONOTACTICS OF ENGLISH AND ACHOLI: IMPLICATIONS FOR THE PRONUNCIATION OF ENGLISH BY NATIVE SPEAKERS OF ACHOLI
(Gulu University, 2024) OPIYO ROBERT
This study is titled “A comparative study of the phonotactics of English and Acholi: Implications for the pronunciation of English by native speakers of Acholi.” The objectives of the study were to establish the relationship between the English and Acholi phonotactics and examine the impact of this relationship as regards the pronunciation of English words by L1 Acholi speakers. The study assessed these phonotactic features based on the syllable structure, syllable types and syllable boundaries involving selected English and Acholi words. The study used 80 respondents, who were selected using stratified and simple random sampling. It was conducted based on the descriptive survey and comparative designs, using both the quantitative and qualitative orientations, couched within the contrastive theoretical analysis and the transfer theory. The study used reading activities and semi-structured interviews (conversational modules), which were audio–recorded, as well as a questionnaire survey and library search methods. The study findings showed that both English and Acholi share the phonotactic elements under consideration, i.e. syllable structures (e.g. /gw/ in gwok /gwok/ ‘dog’ and guava /gwɑ:və/), syllable types (e.g. CCVC in dwön /dwɔn/ ‘voice’ and twin /twɪn/) and syllable boundaries (e.g. CV.CV in lëla /lɛ.la/ and baker /beɪ.kǝ/). Essentially, Acholi and English differ in syllable structures (e.g. /pr/ in prank /præŋk/), syllable types (e.g. CCCVCC in sprint /sprɪnt/) and syllable boundaries (e.g. ambisyllabic ‘tenor’). In addition, the findings showed that as a result of the similarities and differences between the phonotactics of the two languages, the Acholi L2 speakers of English were able to produce native-like pronunciations of English words based on the parameters syllable structure (e.g. eat /i:t/), syllable types (e.g. twin /twɪn/) and syllable boundaries as in ‘victim’ /vɪk.tɪm/ (CVC.CVC). By contrast, as far differences are concerned, the Acholi L2 speakers had challenges in the pronunciation of words in relation to syllable structure as in ‘servants’, which was pronounced as /savan/ or /savanz/, and syllable types (e.g. ‘twelfth’ pronounced as /twelf/). The study recommends that the English language teachers should endeavor to be conversant with the phonotactics of both languages, which they should teach learners, using relevant teaching methods and learning aids.
DIALECTAL VARIATIONS IN LEBLANGO: THE CASE OF LIRA, OTUKE AND ALEBTONG DIALECTS
(Gulu University, 2025) ADAR FELIX
ABSTRACT This study, which is within the field of sociolinguistics, aimed at examining the dialectal variation in Leblango, considering the case of Lira City, Otuke and Alebtong districts. According to Shareah et al. (2015), dialectal variation refers to differences in speech patterns within the same language, often influenced by geographic, social, and cultural factors. These variations can manifest themselves in pronunciation (phonology), vocabulary (lexicon), and grammar (syntax). Over time, different regions or communities develop distinct dialects, even though they share a common language. The study sought to establish phonological, lexical and grammatical variations in Leblango. It used cross-sectional and descriptive designs, guided by a combination of qualitative and quantitative approaches. Purposive and simple random sampling techniques were used to identify participants from Lira City, Otuke and Alebtong districts. The study used a questionnaire survey, conversational module guide and focus group discussion guide (which involved pronouncing a list of Leblango words and reading sentences, and writing an essay) meant to determine the different levels of variations typical of each district. These instruments of data collection provided both qualitative and quantitative data. The data was analysed using the Microsoft Exel, and content analysis which took care of the qualitative data. The study found out that there were variations in Leblango regarding how certain words are pronounced, the use of particular words and grammatical aspects. This study was grounded in Labov’s (1963) Variationist Sociolinguistics theory and Chambers and Trudgill’s (2004) Dialectal Continuum theory. The study recommends that future studies on Leblango should focus on its syntax, tense behavior, and nominal structures. Additionally, teaching efforts should prioritize correct spelling, as some irregularities were notable in participants’ essays, while others stem from a lack of knowledge about proper forms.
Gender Stereotype in Tess of The D’urbervilles by Thomas Hardy and The Great Gatsby by F. Scott Fitzgerald
(East African Journal of Education Studies, 2024) Ketty Auma; Charles Nelson Okumu
This study focused on gender stereotypes in Thomas Hardy’s Tess of the D’Urbervilles (1891) and F. Scott Fitzgerald’s The Great Gatsby (1925). The objectives of the study were to: examine the portrayal of masculinityfemininity stereotype; examine the language used in gender stereotype and analyse the impact of traditional gender stereotype on female characters. The study used the feminist theory to examine gender stereotype in the two maleauthored novels to show how they have positioned and portrayed women in their literature in the Victorian period both in England and America The literary analysis was to ascertain whether or not the gender stereotype was a global notion in literature or a misrepresentation of the women not as persons but as sexualized figures. Gender stereotype in these novels was examined using the descriptive research design and data was collected using literary analysis. The findings indicated that both novels portrayed the female gender with discrimination, injustice, dishonesty and exploitatively. This was done with the use of symbolism, imagery, similes and metaphor. The conclusion drawn points to the fact that the quest for a masculine identity is a common theme as male characters are seen struggling to become real men with traits such as: power, strength and robustness whereas female characters were portrayed as sexualized figure used for social status in the male dominated societies. With regard to language stereotype, the male characters employed language to paint negative image in line with the accepted image in the male dominated society. The researchers recommend that detailed and comprehensive studies be conducted in the area of gender and culture and gender and literature in the novel as a genre generally.
Implicit Arguments in Ugandan English
(English Studies at NBU 2021, 2021-12-30) Isingoma, Bebwa
In standard British/American English, some transitive verbs, which are ontologically specified for objects, may be used with the objects not overtly expressed (for example, leave), while other transitive verbs do not permit this syntactic behavior (for example, vacate). The former have been referred to as verbs that allow implicit arguments. This study shows that while verbs such as vacate do not ideally allow implicit arguments in standard British/American English, this is permitted in Ugandan English (a non-native variety), thereby highlighting structural asymmetries between British/American English and Ugandan English, owing mainly to substrate influence and analogization. The current study highlights those structural asymmetries and ultimately uncovers some characteristic features in the structural nativization process of English in Uganda, thereby contributing to the growing larger discourse meant to fill the gaps that had characterized World Englishes scholarship, where thorough delineations of Ugandan English have been virtually absent.
INTERTEXT BETWEEN OKOT’S SONG OF LAWINO AND ACOLI ORAL SONGS
(postcolonial.org, 2021) Charles Nelson Okumu
As Cloete and Madadzhe observe, “a cursory glance at some of the oral poetry exposes the close connection between the past and present as revealed in, for example, some of Okot p’Bitek’s poetry. The late p’Bitek may be regarded as one of the most important literary figures in the field of oral literature … and its inclusion in African literature in general and his poetry in particular.” (Cloete and Madadzhe 31, emphasis mine). This article explores how Okot creatively used Acoli oral songs as intertext in his poetry, particularly in Song of Lawino. Since the publication of Song of Lawino in 1966, a number of scholarly studies and publications of Okot’s poetry were published, beginning with a full study of Okot’s poetry, The Poetry of Okot p’Bitek (George Heron 1976); scholarly articles such as “The Tradition and Modern Influences in Okot p’Bitek’s Poetry” (Ogo Ofuani 1985); “The Form of Okot p’Bitek’s Poetry: Literary Borrowings from Acoli Oral Poetry” (Okumu 1992). More recent studies include “Lateral texts and circuits of value: Okot p’Bitek’s Song of Lawino and Wer pa Lawino” (Garuba and Benge-Okot 2017) and “Okot p’Bitek Diagnostic Poetics and the Quest for African Revolution” (Kahyana 2017). Besides these examples, there are other important articles and theses on the poetry of Okot that establish Okot as an important African writer whose poetry is influenced by oral literature, as Cloete and Madadzhe note.
Order of adjectives and adverbs in L2 English: evidence from L1 Acholi speakers of Ugandan English
(Studies in Linguistics, Culture and FLT, 2021-11) Amarorwot, Sarah; Isingoma, Bebwa
Abstract: L2 English are quintessentially characterized by cross-linguistic influence at all levels of linguistic analysis as a result of contact phenomena. This study examines the contribution of the syntax of a Ugandan indigenous language (Acholi) to how its L1 speakers speak English and the extent of variability observed among them, taking into account two grammatical aspects, i.e. how multiple attributive adjectives are sequenced in a noun phrase and the placement of verbs in a sentence. The findings of the study show notable differences from L1 English (eg. Standard British English), as L1 Acholi speakers of English do not necessarily pay attention to the prescribed L1 English order of adjectives. At the same time, the position of adverbs in a sentence also seems to be modeled, to some extent, on what takes place in Acholi syntax insofar as some legitimate L1 English structures are rejected by L1 Acholi speakers of English (as L2). Crucially, the study also reveals interspeaker variability among L1 Acholi speakers of English in Uganda based on occupation, with students being the closest to L1 English norms (as opposed to teachers and the business community), most likely due to exonormative orientation imposed on students in Ugandan schools.
PROFILING SLANG EXPRESSIONS IN LANGO
(Gulu University, 2025) KONI AUGUSTINE
This study sought t o profile slang expressions in Lango. The study was carried out in the Langosub-region, an area where Lango is spoken as a native language and currently made up of ten political units of nine districts and one city. It was guided by three specific objectives which were: to provide an inventory of common slang expressions in Lango, to establish the sources of slang expressions in Lango, and to find out the attitude of Lango people towards slang use in Lango. The study used a mixed methods approach and a cross-sectional design, descriptive and comparative designs. The study used purposive sampling, stratified sampling and simple random sampling methods. Data was collected through conversational modules carried out with nine categories of slang users and focus group discussion which was held once with slang users and once with elders. Data was analysed using MS Excel for quantitative data while content analysis was applied for qualitative data. The findings of the study were that there are a number of slang expressions within Lango and they are continuously evolving within the language. The sources of the slang expressions are mainly three, which are: coinage, semantic extensions, and borrowing, where coined slang are formed through processes like coinage, affixation, clipping,acronym/initialism, and modelling from old expressions, but coinage forms the highest percentage of Coined slang in Lango. The attitude of Lango people is generally positive about slang use and development provided that the slang expressions are positive and meant for use by everyone. The study recommended that the Ministry of Education and Sports, through the National Curriculum Development Centre should use the findings of this study to make necessary amendments on the Lango curriculum to accommodate slang expressions for the benefit of the students who are already well versed in slang use; Lango Cultural Foundation should depend on the findings of this study to spearhead mindset change towards slang among the categories of native speakers who may not yet be aware of the positive elements of slang, so as to adopt a positive attitude and embrace the positive use of slang as a linguistic phenomenon, while other researchers should adopt a literacy-based approach to finding out more about slang writing, since this study focused on the oral aspect.
Teacher agency in the reform of universal primary education in Uganda
(The Curriculum Journal, 2022-09-29) Tom Henry Ogwang
Although teacher agency is increasingly recognised by educationists in the Global South, it is not always well understood or accommodated in policy, as experienced with Universal Primary Education (UPE) reforms in Uganda. This empirical study analyses its role on the UPE reforms, the factors that shape it and its implications for curriculum making. The study adopted a qualitative case study of two UPE schools, utilising an ecological approach to understanding teacher agency. It found that UPE teachers in the selected schools were strongly achieving agency in their daily practice through different forms of ‘resistance’, ‘mitigation’ and ‘cooperation’. Their agency is being shaped by ecological factors comprising of their temporal dimensions mediated by the affordances and constraints of their cultures, structures and materials, with significant implications. The study concludes that stakeholders need to better explicate teacher agency in policy and scholarship.
THE INFLUENCE OF WESTERNISATION ON AFRICAN MARRIAGE PERFORMANCE: A CASE STUDY OF THE ITESO IN SOROTI DISTRICT
(Gulu University, 2026-10-23) AJOOT SARAH
This study examined the influence of Westernisation on traditional marriage performance among the Iteso of Soroti District and was guided by three objectives: to describe the performance of traditional marriages, to analyse the aesthetics of these performances in the context of Westernisation, and to investigate the role of Western culture and religion in shaping marriage practices. Anchored in African Drama and Postcolonial theories, the study adopted a descriptive research design within a qualitative approach. Participants were selected through purposive sampling and included traditional leaders, religious leaders and married couples in both customary and religious unions. Data were collected using semi structured interviews, focus group discussions and observation, and were analysed thematically in line with the study objectives. The findings revealed diverse marital forms among the Iteso, including monogamy, polygamy, elopement, ghost marriage and religious marriage, each carrying distinct cultural meaning. The study further established that traditional marriage aesthetics remain deeply embedded in cultural values, reflecting a structured system that reinforces social identity and continuity. However, Westernisation has significantly reshaped these practices, leading to the commodification of bride price often linked to educational attainment, as well as the growing influence of Western legal systems on marriage recognition and divorce. The study recommends the integration of traditional marriage practices into educational curricula at upper secondary and tertiary levels to enhance cultural awareness among younger generations, the establishment of community dialogue platforms to facilitate intergenerational engagement on evolving marriage customs, and the incorporation of elements of traditional marriage into formal legal frameworks to ensure their recognition and protection. This study offers a foundational contribution to understanding the changing dynamics of marriage performance among the Iteso in the context of Western influence.
The Life and Times of Okot p’Bitek
(UNISA, 2023) Okumu Charles Nelson
Abstract Okot p’Bitek was born on 9 June 1931 to Jebedayo Opii of the Pacua clan in Patiko and Cerina Lacwaa of Palaro-Rajab. In the discussion on his biography, I follow a holistic approach using a chronological methodology which focuses on his education and life until his death on 20 July 1982. I premise my research on autoethnography which is a form of qualitative research in which the author uses self-reflection and writing to explore anecdotal and personal experience while acknowledging and valuing his/her relationships with other people. My personal knowledge of and shared culture with Okot have added value to my biographical structuring. I collected data using questionnaires and personal and group interviews with Okot’s family members, friends and colleagues in Makerere and Nairobi Universities, lecturers in Bristol and Oxford, and teachers in the various schools he attended in Uganda. I also researched his writings and writings about him in various libraries at different institutions, including the School of Oriental and African Studies, the University of South Africa, Oxford University, Makerere University and the University of Nairobi, where Okot’s original manuscripts are archived. The data collected is intended to inform scholars about Okot the man. This article is divided into two parts: Okot’s biography and the importance of this biographical study.
THE LINGUISTIC LANDSCAPE OF ADVERTISEMENT IN SOROTI CITY: A CASE STUDY OF MTN UGANDA AND AIRTEL UGANDA TELECOMMUNICATION COMPANIES
(Gulu University, 2026-10-13) EBOGU FRANCIS
This study examined the linguistic landscape of advertisement in Soroti City, focusing on MTN Uganda and Airtel Uganda telecommunication companies. Business domains in Soroti City display multilingual practices that are reflected in commercial signage. (Hu, 2022), offers a broad conceptual synthesis of linguistic landscape scholarship but leaves insufficiently theorized role of commercial advertising as a multimodal space where linguistic resources jointly construct meaning. This study extended that conceptual understanding by examining the patterned deployment of such resources in MTN Uganda and Airtel Uganda advertisement in Soroti city. The study was sought: to examine the patterns of the linguistic landscape of telecommunications advertising in Soroti City; to assess the stylistic features of the language used in their advertisements; and establish the relationship between the linguistic landscape in Soroti City and Uganda’s language policies and practices. Anchored in the Linguistic Landscape Theory by Landry and Bourhis (1997), the study employed a qualitative approach supported by descriptive and comparative designs. The findings for Objective One showed that patterns of the linguistic landscape of telecommunication advertising were evident in terms of dominance, with English more widely used than Ateso and other indigenous languages, and in the distribution of signage, MTN was more prominent than Airtel. Multilingual practices were also noted among others. For Objective Two, the study established that advertisements employed stylistic features such as code-mixing, humor, imagery, syntactic variations, and typographic choices. Regarding objective three, results revealed a correlation between Uganda National Language Policy and advertising practices, including the reflection of cultural context, recognition of English as the official language, and the incorporation of indigenous languages. The study recommends the promotion of indigenous languages in advertising, the enforcement of ethical standards, and strengthening awareness of Uganda’s language Policy among advertising stakeholders, while also suggesting that future research adopt quantitative or mixed methods to complement qualitative findings.
TRANSLANGUAGED INSTRUCTION IN UGANDA: THE CASE OF SELECTED GOVERNMENT-AIDED PRIMARY SCHOOLS IN KWANIA DISTRICT
(2026-10-19) OGWAL JOSEPH
The purpose of this study was to examine translanguaged instruction in Uganda, considering the case of selected government-aided primary schools in Kwania District. The study sought to establish the patterns of translanguaged instruction, determine factors that facilitate translanguaged instruction, assess challenges that affect translanguaged instruction and explore strategies that can be utilized to address challenges affecting translanguaged instruction in selected government-aided primary schools in Kwania District. This study was guided by the translanguaging theory proposed by García and Lin (2016). Using a mixed-methods approach and cross-sectional and descriptive designs, the study purposively and randomly sampled 375 participants from Kwania District. The study findings revealed a number of patterns associated with translanguaging, among which include the prevalence of language and linguistic dimensions, where Leblango and the English language were the most dominant languages used for instruction. Others focused on how these patterns were reflected in the teaching and learning materials, as well as in assessment. Results on factors that facilitate translanguaged instruction included a positive attitude and support from stakeholders, favourable government policy and the nature of curricula, among others. On challenges that affect translanguaged instruction, notable ones were time constraints, limited teaching materials and negative attitudes towards translanguaging by some stakeholders. The study suggested the promotion of training and sensitization of teachers on the use of translanguaged instruction, provision of adequate materials that featured translanguaging instruction, abolishing language-based instruction, etc., as strategies to promote translanguaged instruction in schools. The study recommends that teacher training institutions should incorporate translanguaging as one of the approaches in the teaching and learning process. The study also recommends the need for the provision of instructional materials to be treated with urgency. Revising assessment and evaluation methods would also be of great significance.
Universal Primary Education in East Africa: Globalisation and Local Enactment
(The Oxford Handbook of Education in Africa, 2026-07-23) Ogwang, Tom Henry; Okumu, John Bismarck; Opio, George; Oriange, George
Universal Primary Education (UPE) was launched in Uganda in 1997, Tanzania in 2001, and Kenya in 2003, marking their actualisation of Education for All’s (EfA) globalisation of primary education. This chapter investigates EfA’s reform of UPE in partnership with the three East African countries, premised on the following question: What underlined EfA’s globalisation of UPE in East Africa? What entailed UPE’s local enactment, and why did the reforms succeed or fail? It combines an in-depth literature review, secondary document analysis, and a case study of two UPE schools in Uganda. The ndings reveal that in globalising UPE, EfA advocated four policy technologies: top-down performance management, competition and contestability, choice and voice, and capability and capacity to standardise primary education. In alignment with EfA, the East African countries enacted performativity, liberalisation, universalisation, and reprofessionalisation of teachers. Owing to contextual imperatives, they prudently recontextualised the policy technologies. Uganda chose gradual universalisation with four children per household, Kenya opted for deconcentration instead of decentralisation, while Tanzania opted for gradual liberalisation leading to hybridity. Contrary to their intended goals, the reforms have culminated mainly in rst-order changes, such as high gross rather than net enrolment. This study argues that reform implementers should respond to contextual conditions to offset their confounding effects.

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