By KT Reporter
Prof. Mathias Mulumba Bwanika, Dean of the School of Education at Makerere University, has proposed extending the use of local languages as the medium of instruction across all years of primary education in Uganda.
Currently, Uganda’s language policy mandates the use of widely spoken local languages from Primary One to Primary Three, under the thematic curriculum. English, the country’s official language, is taught as a subject during these years and later becomes the primary medium of instruction from Primary Four onwards.
Speaking to Uganda Radio Network, Prof. Bwanika said that this transition comes too early and disrupts learning. He believes maintaining local languages throughout the primary cycle would improve comprehension, engagement, and foundational learning outcomes.
“Children understand better, express themselves more clearly, and engage more deeply when taught in the language they speak at home,” he said. “Extending local language use beyond Primary Three will help solidify learning before transitioning to English.”
Bwanika cited examples from Asian and other countries that have prioritized using local languages as the primary medium of instruction, while also incorporating internationally relevant languages into their education systems.
He further noted that several local languages in Uganda have already been developed to the extent that the entire primary curriculum has been translated into them, easing concerns that some subjects might be too difficult to teach in certain languages.
Prof. Proscovia Namubiru, Deputy Vice Chancellor (Academics) at the newly established Uganda National Institute of Teacher Education, echoed similar sentiments, stressing that learners grasp concepts more effectively when taught in local languages.
Prof. Namubiru condemned the widespread practice of punishing students for speaking their native languages—often dismissed as “vernacular”—in schools, describing it as a harmful legacy that has unfairly marginalized local languages in the education system.
Bwanika’s proposal is backed by research showing that children learn best when taught in a language they understand well, particularly during the early years of schooling. He stressed that this approach can close learning gaps and boost performance in core subjects like mathematics, science, and reading.
The idea of using local languages or adopting bilingual and multilingual instruction is not new. It has been championed by African educationists since the 1960s and 70s, both as a research-supported strategy and as part of efforts to decolonize education systems.
Advocates argue that teaching in a child’s first language strengthens cognitive development and fosters a deeper emotional connection to learning. Numerous studies have found that learners taught in their mother tongue retain information better and show improved understanding, benefits that can positively impact their overall academic trajectory.
The 2025 Global Education Monitoring Report by UNESCO echoes these concerns, stating: “A colonial history has hampered education development, as most children are taught in a language they do not speak at home. This slows the early acquisition of reading and writing skills or can even prevent it entirely. It also negatively affects the development of children’s social-emotional skills, including their sense of self-worth and belonging.”
In most African countries that have adopted local languages as a medium of instruction, their use is typically limited to the first three years of primary education. Tanzania stands out as an exception, where Kiswahili is used as the language of instruction throughout the entire primary cycle.
However, the Global Education Monitoring (GEM) Report supports Bwanika’s proposal, advocating for the use of a child’s first or home language for at least six to eight years. This should be accompanied by the gradual introduction of a second language, first as a subject, and later as a co-medium of instruction.
“Such a policy would improve outcomes not only in the home language but also in the second language and other subjects. Progressive development of two languages of instruction over a prolonged period is preferable to models that simply remove home language and replace it with an official language,” the report adds.
In her paper Rethinking Languages of Instruction in African Schools, scholar Evode Mukama acknowledges the value of using local languages in education but highlights a major challenge—Africa’s linguistic diversity. Unlike countries such as Rwanda, Burundi, and Somalia, where a single language is spoken nationwide, most African countries, including Uganda, have dozens of indigenous languages, complicating implementation.
This challenge has already sparked debate in Uganda. While appearing before the Education Policy Review Commission last year, Anthony Akol, Chairperson of the Acholi Parliamentary Group, voiced strong opposition to the current language policy. He questioned the fairness of selecting certain local languages for instruction while others are left out, warning that the policy risks deepening divisions as communities compete to have their languages included.
Akol argued that children perform better when taught in English and claimed the policy could worsen educational inequality between rich and poor, urban and rural learners. To make his point, he challenged members of the commission to enroll their grandchildren in schools using local languages as the medium of instruction.
However, experts such as Dr. Kedrace Turyagyenda, the newly appointed Permanent Secretary for Education, have sought to clarify the intent of the policy. She explained that it is not about teaching every child in their exact mother tongue, but rather using the dominant local language commonly spoken in a given area.
“The choice of language should reflect what children naturally use to communicate with one another in their communities or during playtime,” she said. “Even in regions with multiple ethnic groups, there is often a shared language. If that language happens to be English, then its use is acceptable. In urban areas where choosing a dominant local language is difficult, English may remain the practical medium of instruction.”
Beyond resistance from some stakeholders, the policy also faces significant implementation challenges, particularly in terms of teacher preparedness and resource availability.
According to USAID’s 2020 Language of Instruction Country Profile for Uganda, many teachers lack proficiency in local languages. In a survey of 95 newly trained primary school teachers, 68% reported feeling confident teaching reading only in English, highlighting a major gap in training for local language instruction.
Additionally, a recent report by Uwezo paints a troubling picture of literacy trends. It found that local language reading skills among primary learners have declined, despite efforts to promote early-grade literacy through the thematic curriculum.
“The levels of reading in local languages were generally and markedly poorer in 2024 than in 2021,” the report stated. “The only notable improvement was a reduction in the proportion of non-readers in Primary Three.”
Despite these challenges, Bwanika believes that Uganda has the potential to implement such a change if there is sufficient political will and commitment to enhancing the quality of education for all students. He advocates for a collaborative effort between the government, educational institutions, and local communities to make this vision a reality.
“The process would require a shift in mindset, but with the right resources, training, and policy support, we can create an education system that values and promotes both local languages and English,” Bwanika concluded-URN. Give us feedback on this story through our email: kamwokyatimes@gmail.com
