The use of mother tongue in the Implementation of thematic curriculum in selected primary schools in Gomba District.

Abstract

The purpose of the study was to find out the teachers‟ perceptions on the use of Mother Tongue in the implementation of the Thematic Curriculum in selected primary schools in Kanoni Town Council, Gomba District. The study was guided by three objectives; to find out attitudes and perceptions of teachers about Mother Tongue use as a medium of instruction in lower primary classes in Kanoni Town Council, Gomba District. To find out teaching and learning strategies teachers adopt when using mother tongue as a medium of instruction in lower primary classes in Kanoni Town Council, Gomba District. To find out teaching and learning resources teachers use when using mother tongue as a medium of instruction in lower primary classes in Kanoni Town Council, Gomba District. This study used an exploratory descriptive design. The researcher collected systematic and in-depth data on the use of Mother Tongue in the implementation of the thematic curriculum in primary schools in Kanoni Town council Gomba District. The sample size was 41 participants comprising of a Centre Coordinating tutor, 10 Head teachers and 30 teachers. It was empirically found that teachers have varying attitudes and perceptions regarding mother tongue use as a medium of instruction. The majority of the teachers have positive attitudes. They support the use of mother tongue as a medium of instruction because it facilitates acquisition of literacy and numeracy skills at an early stage. It was empirically established that teachers adopt a combination of Mother Tongue Teaching and language strategies such as Reading, writing, Listening and speaking activities and work with co-teachers, elders in the community for assistance as resource persons and translation activities. It was also empirically established that teachers use Mother Tongue resources when using mother tongue as a medium of instruction in lower primary classes. Such resources included materials from the local environment, garden tools, mats, pots, puppets and models, banana fibers. Observed teachers‟ collections, included real objects, flash cards, pictures, flip cards and textbooks, however, few teachers use Mother Tongue sound tellers. It was recommended that in-service training and continuous professional development should be intensified for pre-primary and primary school teachers on the use of mother tongue as a language of instruction and ensures that the language policy is implemented to fully maximize its benefits for enhancing literacy and numeracy competences. Development and publication of instructional materials written in Mother Tongue should be fast-tracked to provide resources for the teaching of Mother Tongue and that the educational language policy makers should review their position with regard to Mother tongue with a view to promoting it both as a medium of instruction and as a subject.