AbstractThis paper explores some of the factors that limit the effectiveness of Uganda’s mother tongue-based education policy, where instruction in lower primary classes is provided in the mother tongue. Using socio-cultural and ethnographic lenses, the paper draws from the experiences of a study implemented by a Ugandan NGO in one primary school in Arua district. Findings revealed weaknesses in implementation of the MTBE policy, highlighting deficiencies in the training of teachers, and lack of sensitization of local communities to the value of MTBE. The study also highlights the need for greater involvement of many kinds of stakeholder, and in particular, it focuses on how communities can be encouraged to work together with schools. A clearer understanding of what literacy involves, and how subjects can be taught in poorly-resourced communities, can be gained by considering the contribution of funds of local knowledge and modes of expression that build on local cultural resources. However, the strategies proposed are insufficient given the flawed model of primary education that the present MTBE policy embodies. A reenvisioning of how MTBE articulates with English-medium education is also needed. Substantial rethinking is needed to address target 4.6 of SDG 4 (UNDP, Transforming our world: The 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/post2015/transformingourworld (accessed 30 November 2015), 2015) which aims to ensure that “all youth and a substantial proportion of adults achieve literacy and numeracy by 2030”.
Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada