Plurilingual Pedagogical Practices in a Policy‐Constrained Context: A Northern Ugandan Case Study

Abstract

Uganda is a linguistically diverse nation where plurilingualism is common. Its language education policy dictates that, except in large urban areas, one local language be selected as the medium of instruction (MoI), to Primary 3, transitioning to English MoI, in Primary 4. Yet, as Ramanathan and Morgan () argue, “the practice of policy encourages us, as researchers and teachers, to read between and behind the lines (cf. Cooke, ), to interpret the ambiguities and gaps … that open up moments and spaces for transformative pedagogical interventions” (p. 448). The purpose of this study, conducted in Uganda with five Primary 4 teachers and their coordinator, was to explore such possibilities. It asks: How do subject‐area primary teachers in northern Uganda use local linguistic and multimodal cultural resources as plurilingual pedagogical tools to enhance students' learning in English MoI/TESOL classrooms? What are the challenges and constraints in employing locally available linguistic and multimodal cultural resources to become plurilingual pedagogical tools in English MoI/TESOL primary school classrooms? Three themes emerged: the teachers' exploratory plurilingual practices, students as plurilingual peer tutors, and integrated multimodal and plurilingual instruction. Challenges related to the larger educational cultural context and to local school and classroom conditions are also discussed.

Multimodal Pedagogies for Teacher Education in TESOL

“…We need to (a) challenge our preconception that text‐based linguistic modes and recourses are more legitimate than nonlinguistic modes and resources (e.g., image, sound), and (b) reexamine our pedagogical beliefs about “the status/design of non‐print and print‐mixed modes as ways of knowing and communicating” (Miller, , p. 63). In doing so, we are likely to explore our own bias toward multimodal practices for academic purposes and see “multimodal possibilities as resources for learning and communication” (Abiria, Early, & Kendrick, , p. 571). Here a cautionary note is necessary: with a multimodal perspective we argue for using the full range of multiple modes for meaning making, but do not intend to underestimate the importance of the multilinguality of ELLs in their multimodal practices.…”

Navigating Authoritative Discourses in a Multilingual Classroom: Conversations With Policy and Practice

“…Abiria et al. () found that Ugandan teachers and their students employed multiple linguistic and multimodal repertoires to maximize communication. Kiramba () and Cleghorn () observed that translingual science lessons were more accessible than English‐only lessons in Kenyan classrooms.…”

“…National policy in multilingual Kenya, for instance, mandates English medium instruction (EMI) from fourth grade in all public schools. However, research (Abiria, Early, & Kendrick, ; Cenoz & Gorter, ; Makalela, ) shows that multilinguals typically leverage their communicative repertoires as an integrated system for maximizing communicative potential. This study investigates how two teachers of English language arts (ELA) and science utilized their students’ linguistic repertoires in EMI classrooms and the patterns of participation that ensued in the process of student knowledge construction.…”

The African Storybook and Language Teacher Identity in Digital Times

“…(), one of the central questions that the ASb addresses is: “How do we support teachers, parents and communities to use stories effectively for multilingual literacy development?” (p. 93). Research indicates that in the three pilot countries, teacher education programs give very little attention to teaching early grade reading, particularly in African languages (Abiria et al., ; Kyeyune et al., ). If reading instruction is covered at all in teacher education programs, it is usually assumed that teachers can apply what they have learned about teaching reading in English, to teaching reading in any other language.…”