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Exploring a forward design dimension in the design of school-based Kiswahili teaching syllabi for primary schools in Uganda

dc.contributor.authorJjingo, Caesaren_ZA
dc.contributor.authorVisser, Mariannaen_ZA
dc.date.accessioned2019-01-23T09:58:28Z
dc.date.available2019-01-23T09:58:28Z
dc.date.issued2018
dc.identifier.citationJjingo, C. & Visser, M. 2018. Exploring a Forward Design Dimension in the design of school-based Kiswahili teaching syllabi for primary schools in Uganda. Per Linguam : a Journal of Language Learning, 34(2):84-96, doi:10.5785/34-2-749
dc.identifier.issn2224-0012 (online)
dc.identifier.issn0259-2312 (print)
dc.identifier.otherdoi:10.5785/34-2-749
dc.identifier.urihttp://hdl.handle.net/10019.1/105354
dc.descriptionCITATION: Jjingo, C. & Visser, M. 2018. Exploring a Forward Design Dimension in the design of school-based Kiswahili teaching syllabi for primary schools in Uganda. Per Linguam : a Journal of Language Learning, 34(2):84-96, doi:10.5785/34-2-749.
dc.descriptionThe original publication is available at http://perlinguam.journals.ac.za/
dc.description.abstractENGLISH ABSTRACT: In Uganda, delays in teaching and learning of Kiswahili in primary schools have been experienced since their establishment in the education systems in the 1920s. At present, the language-in-education policy requires the National Curriculum Development Centre (NCDC) to prepare instructional materials for facilitating the teaching of Kiswahili as a compulsory subject from primary schools to secondary schools. However, the NCDC has been able to produce and launch the Kiswahili teaching syllabi for secondary schools only, delaying the introduction of the teaching syllabi for primary schools. This theoretical paper argues that the absence of a Kiswahili conventional syllabus in primary schools has led teachers to (i) abandon the teaching profession as Kiswahili language teachers, and (ii) attempt ‘designing’ individual-based (hereafter, school-based) syllabi. The paper intends to demonstrate how the quality of the existing school-based syllabi can be improved and also aims to demonstrate (to language teaching researchers, advisers and language teachers) in general, how teachers can design their respective school-based syllabi purposefully to strengthen the teaching and learning of Kiswahili in their respective schools and classrooms.en_ZA
dc.description.urihttp://perlinguam.journals.ac.za/pub/article/view/749
dc.format.extent13 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectSchool-based syllabusen_ZA
dc.subjectKiswahili language -- Study and teaching (Elementary)en_ZA
dc.subjectGrammar, Comparative and general -- Syllableen_ZA
dc.titleExploring a forward design dimension in the design of school-based Kiswahili teaching syllabi for primary schools in Ugandaen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's version
dc.rights.holderAuthors retain copyrighten_ZA


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