TRANSLANGUAGED INSTRUCTION IN UGANDA: THE CASE OF SELECTED GOVERNMENT-AIDED PRIMARY SCHOOLS IN KWANIA DISTRICT
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2026-10-19
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Abstract
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.