1. Hajat Safina Mutumba - SEO/PPE (MOES) &
LITERACY TEACHING AND LEARNING IN THE PRE- SCHOOL CONTEXT USING MOTHER TONGUE STORIES AND RESOURCES
Findings from a collaborative action research project in Central Uganda By
Hajat Safina Mutumba - SEO/PPE (MOES) &
Professor Shelley Jones - Royal Roads University, Canada

2. CONTENT OUTLINE Description Problem Statement Objectives Methodology
Findings
Conclusions
Recommendations
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3. DESCRIPTION It Explored: The Pedagogical possibilities and
CENTRAL UGANDA
It Explored:
The Pedagogical possibilities and
Learning opportunities
Through:
Mother Tongue resource development and
Story-based instruction.
STORY PHOTOS.docx
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4. Implement Lessons Activities Create Text Content Knowledge Materials
Pedagogical Approaches
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6. PROBLEM STATEMENT
Children face severe challenges when taught using unfamiliar languages such as English
The Uganda ECD Policy of 2007 states that:
MT is supposed to be the LOI in the first few years of children’s learning.
Lack of resources;
Lack of support from stakeholders
Lack of teacher professional dev’t in using MT as the LOI
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7. OBJECTIVES
To explore effective ways in which to implement MT-based pedagogy using MT stories to:
promote a dual language classroom context;
help children learn naturally; and
allow children retain and appreciate their linguistic and cultural identity as outlined in the Uganda ECD Policy.
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8. METHODOLOGY
It followed a cyclic process which was done in three stages
ACTION RESEARCH.docx
POST
PRE
INTERVENTION
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9. FINDINGS High Participation MT Stories were engaging
Wide range of multimodal pedagogical Possibilities
High Participation
MT Stories were engaging
Promotes Reflective Practices
Free use of children’s experiences
Children’s Language Dev’t & Literacy Skills
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10. Aids in Mastery of Content
Facts about Stories
Free interaction:
Teacher – learners & Learner - learner.
Aids in Mastery of Content

11. Facts about Stories
FCHILDREN'S WORK DONE AFTER THE STORIES.docx

12. Facts about Stories Children’s acquisition of other languages
Supports the integration of learning.
MT stories support the promotion of children’s morals.
Children get to know their identity.
Aids teachers to identify children’s individual differences
Teachers are willing to use MT as LOI if supported
Evidence of trans-language between English and Luganda, supporting the gradual acquisition of English and other languages.
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13. Conclusion and Recommendations
MT stories could be used effectively across the pre-primary school curricula/Learning Frame Work to support a wide range of early literacy and learning experiences.
Include the use of MT stories into the pre-school curriculum and urge publishers to come up with pre-primary literature that promotes the use of MT Stories
Continuous sensitization of parents & other stakeholders
Refresher Courses
Further research on promoting a hybrid education system
Train pre-school teachers/caregivers on the use of MT stories
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14. References
Campbell, R. (2009). Reading stories with young children. Oakhill, Great Britain, Ten Print design.
Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed approaches. Thousand Oaks, Calif, Sage Publications
Ejuu, G. (2012). Early childhood development policy advanced in Uganda; Contemporary issues in early childhood, 13, (3), Kyambogo, Retrieved from:
Kemmis, S., McTaggart, R., & Retallick, J. (2004). Action research planner (2nd Ed.), Karachi: Aga Khan University – Institute for Educational Development.
Ministry of Education and Sports (MOES), Uganda. (2007). The Early Childhood Development (ECD) Policy. Kampala: AUTHOR.
National Curriculum Development Centre. (2005). Learning Frame Work for Early Childhood Development (3-6 years of age). Kampala, Uganda: AUTHOR.
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