Institute of Languages (INSTL)

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Open Access
African Childhood “Reawakened”: Using Cultural Studies Theory in Understanding the Use of Symbolism in Camara Laye’s The African Child.
(East African Journal of Traditions, Culture and Religion, 2021) Johnson, Ocan; Lillian, Tindyebwa
This paper reports the findings of a pragmatic study that uses follow-up interviews as a method to investigate how participants read the language in the novel by a renowned African novelist Camara Laye. The study builds on antecedent work that has identified patterns of language presentation as techniques of characterisation in the novel “The African Child”. The article offers a spotlight on the critical use of symbolism in the novel ‘The African child’ (Laye, 1953). This article is set in a research context that brings together surveillance from cultural studies theory on the use of symbols in the novel. The results show that symbols are read significantly faster than the overall clusters which are stored as units in the brain. This pronouncement is complemented by the results of the follow-up questions which indicate that readers do not seem to refer to symbols when talking about character information, although they are able to refer to symbols when prompts are used to elicit information. Beyond the specific results of the study, this article makes a contribution to the development of complementary methods in children’s literature from Africa and it points to directions for further sub-classifications of the use of symbolism in children’s literature that could not be achieved on the basis of this data alone.
Open Access
An Investigation on The Effect of Professional Training On Journalism Ethics in Uganda
(Kabale University, 2019-06) Ayebazibwe, Kukundakwe Esther
The debate on whether professional training is relevant for journalism practice has been existing, with some proposing that it is an art developed through talent and practice (Parks, 2012). Despite the efforts in training, one cannot certainly say that proper training leads to professional journalism practice. Through in-depth interviews and questionnaires, this study seeks to find out the role of professional training on the respect for journalism professional ethics. The analysis shows some of the differences in ethical perceptions between the trained and untrained journalists. The discussion on the challenges faced by journalists in Uganda reveals that journalists across the world are faced with similar challenges although their media systems and cultures may differ. Although other factors cannot be completely ruled out, the study concludes that good training affects ethical perceptions of journalists leading to better professional quality, which means that training is an important attribute in media practice. However, it also observes that there are some other factors that can affect quality journalism aside training. It recommends that all stakeholders in the media industry (media houses, media practitioners, training institutions, professional associations and government) should all work together to promote quality journalism in Uganda.
Open Access
Analyse des besoins langagiers des étudiants de français sur objectifs spécifiques à l’Université de Kabale.
(Kabale University, 2024) Ayebare, Boniface Martial
Cette recherche a pour objectif l’analyse des besoins langagiers des étudiants de français sur objectifs spécifiques (FOS) de l’Université de Kabale. Elle vise également à proposer des modules et stratégies d’enseignement adaptés à ce public. Un questionnaire semi-structuré a été administré à trente-sept étudiants de français dans deux facultés : l’Institut du Tourisme et la Faculté de génie. Des entretiens ont été menés auprès de trois enseignants de français et cinq professionnels exerçant les métiers y correspondant en ville de Kabale. Ces derniers étaient composés de trois ingénieurs et deux acteurs dans le domaine du tourisme. La littérature relative à l’analyse de besoins et au FOS a été étudiée. Pour vérifier et valider les réponses des étudiants, nous avons également tenu des discussions avec les deux groupes d’étudiants. Les résultants de la présente étude ont révélé que la majorité des étudiants étaient des débutants qui n’avaient jamais appris formellement le français même si la plupart d’entre eux avaient déjà eu des contacts informels avec des francophones. Ils avaient choisi d’apprendre le français en raison de sa pertinence pour leur carrière et l’importance de la langue française tant au niveau régional qu’international. L’étude recommande la conception de modules d’enseignement adaptés à ces groupes, passant par l’analyse approfondie des besoins d’apprentissage. Enfin, l’étude propose la pédagogie de projet comme approche pédagogique adaptée pour les cours de FOS.
Open Access
Analysis of Factors Influencing Ugandan Teachers’ Expectations of Learners’ Reading Habits.
(Kabale University, 2024) Tukwasibwe, Constance; Cekiso, Mzwamadoda Phillip
Teacher expectations can be understood as a teacher's belief in the ability of their learners to achieve. The importance lies in the fact that they can determine both the level of educational content and how it is delivered. Although teacher expectations have been studied for decades in developed countries, little research has been done in developing countries like Uganda. Subsequently, the current study’s goal is to examine how teachers form expectations about the reading habits of their learners in three schools in Uganda. The study was qualitative in nature and a case study design was followed. A purposively selected sample of 17 teachers was selected based on their expertise as teachers of English. An open-ended questionnaire was administered to the teachers to collect data and thematic analysis was used to analyse data. The results of the study revealed that teachers’ expectations concerning their learners’ reading habits were low and determined by several factors like learners’ frequency of reading prescribed material, learners’ frequency of reading material that is not prescribed, socioeconomic status of learners, and lack of resources and influence of parents’ level of education. The authors recommended that teachers' knowledge of the significance of their expectations in determining their learners' reading practices is significant. This is because teachers are more likely to adjust their expectations on their learners' prospective reading habits if they have this knowledge and awareness.
Open Access
Analysis of Stakeholders Involvement in the Implementation of the M.A. Literature Curriculum at Kabale University Using E-Learning Approach
(East African Journal of Education Studies, 2021) Johnson, Ocan; Constance, Tukwasibwe; Chrisostom, Oketch
The purpose of the study was to report on an empirical study of the involvement of stakeholders in the implementation of the MA Literature Curriculum at Kabale University using e-Learning approach. The study used a mixed method approach of both qualitative and quantitative techniques. In this study, curriculum stakeholders were found to significantly influence curriculum development, hence collaboration with these stakeholders through feedback, critique and advice can only serve to meld the content and method of delivery of the curriculum. This study extends the application of a modified curriculum development process model based on ADDIE (analysis, design, development implementation and evaluation). It recognizes the different stakeholders and their input for curriculum innovation. Therefore, identifying, understanding and managing stakeholders’ involvement in curriculum implementation is a key driver in the curriculum development. This paper is not concerned with comparing and exploring possible techniques of identifying university stakeholders with the aim of choosing the most suitable one, but it is intended to clarify on the categorization of the internal and external stakeholders.
Open Access
Constructs of Postcolonial Space and Identity in Women’s Fiction
(East African Journal of Arts and Social Sciences, 2025) Ocan, Johnson; Namara, Sharon; Kwizera, Gad; Ainemababazi, Norah
This study examines women fictionists’ engagement with the interwoven themes of conflict trauma, the pursuit of education, and duplicity in Beatrice Lamwaka’s Butterfly Dreams and Monica Arac de Nyeko’s Jambula Tree. It argues that these authors construct narrative spaces which reflect contemporary realities where their heroines assert autonomy, reconstruct identities, inscribe painful memories, and confront postcolonial tensions in northern Uganda during the Lord’s Resistance Army (LRA) insurgency. Using textual analysis, the research interrogates the weight of postcolonial governance through critical concerns such as gender, post-traumatic stress disorder, armed conflict, educational aspiration, and sexuality—particularly in Uganda’s sociopolitical context, where same-sex relationships are criminalised. Findings indicate that women fiction writers employ the postcolonial framework to anchor their narratives in historical tragedy, advocate for sociopolitical transformation, affirm individuality, and pursue emancipation through the written word.
Open Access
Depictions of activism at universities compared; Contexts for Political Engagement
(International Journal of English Literature and Social Sciences, 2025) Ocan, Johnson
The goal of this study is to make a case that the campus of a university served as the venue for discussion, plan-ning, and mobilization. Campuses have come to represent the perfect arena of power where social demands are made and power battles are fought since they serve as a microcosm of society. The campus acted as both a micro-cosm of the outside world and a testing ground for ideas and activities before they were introduced to the entire public. In terms of approach the study used a documentary review to highlight the various experiences associated with student activism from three public universities in Uganda. Findings indicate that, the university has devel-oped into a setting for remaking society. The youth of Uganda in the 1990s sparked significant social transfor-mation and began a new chapter in human history. The movement stressed the significant position that higher ed-ucation institutions hold as centers of research, teaching, and community action. Since the freedom of thinking expressed inside the campus's physical seting gives humanity the vital inventiveness required to create a better and fairer world, the campus' privileged status should continue to be maintained. The study only included three public universities in Uganda, so it may not be feasible to extrapolate the results to other nations. Instead, it may be more practical to provide students with tailored learning support, let alone allow the university to grow organ-ically.
Open Access
Depictions Of Environmental Destruction By British Colonizers In Ole Kulets “The Hunter” and “Vanishing Herds”
(American Research Journal of Humanities & Social Science (ARJHSS), 2022) Johnson, Ocan; Francis Akena, Adyanga
This article examines the ecological legacy of 70 years of British colonial rule in Kenya and to identify some of the ecological challenges faced by the post-colonial Kenyan state, which are reflected in the rapid depletion of the country's forest cover, the alarming loss of the country's wildlife heritage, accentuated by the threat of poaching and human-wildlife conflict. Central to the ecological challenges facing the country is the colonial dispossession of land owned by indigenous communities, effectively distorting and alienating the communities from their indigenous ecological ethics (IEE). Therefore, consistent with our analysis, we conclude that while the country grapples with the thorny issue of environmental degradation, sound ecological policies must be put in place that recognize the validity of indigenous ecological ethics, which have been debased under British colonialism. In the article, the study examines the depiction of characters and characterizations in relation to ecology using the renown post-colonial African literature novels ‘Vanishing Herds’ and ‘The Hunter’.
Open Access
Depictions of Human Trafficking and Exploitation in Contemporary Africa Using Akachi Adimora Ezeigbo’s Trafficked and Apio Eunice Otuku’s Zura Maids
(East African Journal of Arts and Social Sciences, 2022) Johnson, Ocan; Denis, Sekiwu; Charles Nelson, Okumu
In 2020, the government of Uganda reported investigating 214 incidents of human trafficking involving 154 suspects; of these incidents, 118 were internal, 93 transnationals, and three unknowns. This was a decrease compared with investigating 252 incidents (19 internal and 222 transnational) in 2019. This article examines how human trafficking and exploitation impacts on young girls from developing countries using Akachi Dimora Ezeig’s novel; ‘Trafficked’ and Apio Eunice Otuku’s ‘Zura Maids’. Using content analysis, the study engages critical discourse of postcolonial tenets understand the creation of inferiority complex, identity crisis, and cultural erosion among the colonized. As a result of social justice principle of “otherness”, which is a binary opposition between “I/We” and “Them”, the study packages the problem neatly, but offers few solutions for Africa, whilst condemning human trafficking and exploitation as a heinous act on humanity.
Open Access
Experiences and Challenges Implementing Uganda's Revised English Literature Curriculum: Problematization of Colonization.
(Kabale University, 2024) Ocan, Johnson
Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools. Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues. Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction. Limitations: The study's limitations suggest that, although the British gave English education more attention, they emphasized that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda. Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.
Open Access
Experiences and challenges Implementing Uganda's Revised English Literature Curriculum: Problematization of Colonization.
(Kabale University, 2024) Johnson, Ocan
Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools. Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues. Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction. Limitations: The study's limitations suggest that, although the British gave English education more attention, they were careful to emphasize that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda. Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.
Open Access
Graphological Deviation: A Defamiliarizing Trope in Timothy Wangusa’s Poetry
(East African Journal of Arts and Social Sciences, Volume 6, Issue 1, 2023, 2023-01-06) Arineitwe, Evaristo
This article attempts to examine the use of graphological deviation in Timothy Wangusa’s poetry as a style of foregrounding in Timothy Wangusa’s poetry. It is hoped to fill knowledge gaps in the Wangusaic scholarship as previous studies on Wangusa are on issues of originality of his poetry and conclude that the trajectory of his poetry is mainly Christian, African, and English traditions. The studies conclude that Wangusa’s poetry was greatly influenced by classical and western literary traditions (Alfredo Okello 2005). Some studies are on Wangusa’s novels and short stories, and as such, they focus on aspects like themes and narrative techniques but not graphological deviation. This leaves much to be studied on the variable of graphological deviation in Wangusa’s poetry. This justifies why this research article is worthwhile as it evaluates how Timothy Wangusa employs graphological deviation to create foregrounding. Besides, the researcher used the theory of defamiliarisation proposed by Viktor Shyklovsky throughout the study. The theory emphasises the use of poetic devices, which makes it an apt one as this study is on graphological deviation (which is used as a poetic device to achieve emphasis/foregrounding). The researcher used a textual analysis method and a descriptive research design in an attempt to explicate and make sense of the variable of graphological deviation. The results and findings from the data analysis prove that Wangusa uses graphological deviation to emphasise his message, shock or surprise readers (estrangement) and create mood in his poetry. This study recommends that studies be carried out on Timothy Wangusa’s use of deviation of register.
Open Access
Graphological Deviation: A Defamiliarizing Trope in Timothy Wangusa’s Poetry
(East African Journal of Arts and Social Sciences, 2023) Evaristo, Arineitwe
This article attempts to examine the use of graphological deviation in Timothy Wangusa’s poetry as a style of foregrounding in Timothy Wangusa’s poetry. It is hoped to fill knowledge gaps in the Wangusaic scholarship as previous studies on Wangusa are on issues of originality of his poetry and conclude that the trajectory of his poetry is mainly Christian, African, and English traditions. The studies conclude that Wangusa’s poetry was greatly influenced by classical and western literary traditions (Alfredo Okello 2005). Some studies are on Wangusa’s novels and short stories, and as such, they focus on aspects like themes and narrative techniques but not graphological deviation. This leaves much to be studied on the variable of graphological deviation in Wangusa’s poetry. This justifies why this research article is worthwhile as it evaluates how Timothy Wangusa employs graphological deviation to create foregrounding. Besides, the researcher used the theory of defamiliarisation proposed by Viktor Shyklovsky throughout the study. The theory emphasises the use of poetic devices, which makes it an apt one as this study is on graphological deviation (which is used as a poetic device to achieve emphasis/foregrounding). The researcher used a textual analysis method and a descriptive research design in an attempt to explicate and make sense of the variable of graphological deviation. The results and findings from the data analysis prove that Wangusa uses graphological deviation to emphasise his message, shock or surprise readers (estrangement) and create mood in his poetry. This study recommends that studies be carried out on Timothy Wangusa’s use of deviation of register
Open Access
Impediments to the Development of Kiswahili in the Education Sector in Uganda
(Journal of the Institute of Kiswahili Studies, 2024) Agume, Innocent; Ogechi, Nathan Oyori; Majariwa, David
This study explores the challenges facing the growth of the Kiswahili language in the Ugandan education system. Despite noticeable efforts by the government, the development of Kiswahili through the education system still faces various obstacles. Data was collected from policymakers, coordinators, and language policy implementers, who were purposively selected. Data was analysed using a qualitative approach. Based on a thematic analysis of data, it was established that the growth and development of the Kiswahili language in Uganda, through the education system is still low. This is due to a lack of political will, the absence of effective strategies for implementing language policy regarding Kiswahili, the non-deployment of available Kiswahili teachers, and the inadequacy of materials and resources for teaching and learning Kiswahili. Similarly, ethnolinguistic rivalries have derailed efforts towards Kiswahili development in the education sector. Suggested practical strategies to address these challenges include: strong political will, adequate supply of Kiswahili teaching materials, as well as recruitment and deployment of more Kiswahili teachers. Additionally, tackling negative attitudes and conducting further research on language perceptions will enhance its acceptance and development. These findings are important for policymakers in guiding the formulation of necessary policies that will impact Kiswahili teaching and usage in Uganda.
Open Access
KISWAHILI NA MAENDELEO YA KILIMO
(2020) AIDAH, MUTENYO
Kilimo ni asasi maalumu ambayo haiwezi kuepukika katika uhalisia wa maisha ya binadamu.Ni miongoni mwa asasi ambazo zinachangia pakubwa katika maendeleo ya nchi yoyote ile.Mahali ambapo tumefikia ni vigumu kuangalia tu nchi moja ila kuangalia maendeleo ya Afrika Masahriki kwa jumla.Maendeleo huanzia pale ambapo jamii ina uhusiano wa mawasiliano na utamaduni.Afrika Mashariki lugha mwafaka ambayo inawezesha mendeleo ya kilimo ni Kiswahili.Kiswahili kinauwezo wa kuelezea kwa kina maswala mengi na kueleweka juu ya uimarishaji wa kilimo.Ukulima hauwezi kuepukika,iwe ni wa kiwango cha matumizi ya kawaida ya nyumbani ama ukulima kama mfumo wa biashara.Tangu kuanzishwa kwa matumizi ya Kiswahili katika asasi mbali mbali,Kuna mambo mangine maandishi mengine yamebakimkatika lugha ya kigeni na hakuna ufafanuzi wowote katika Kiswahili. Baadhi ya watu hupata changamoto za kujieleza au kuelezea istilahi za kilimo ikiwazimeandikwa ama zimefafanuliwa kwa kimombo,jambo ambalo linakandamiza maendeleo.Pale ambapo mtu amewezeshwa kutumia Kiswahili inakuwa rahisi kwake.Kwa mfano mkulima mmoja wa nanasi kutoka Kayunga Uganda alipoulizwa jinsi amefaidika na uuzaji wake wa nanasi nchini Nairobi alikuwa na haya ya kusema;
Open Access
La Pedagogie De Projet En Didactique Du Français Sur Objectifs Specifiques En Ouganda
(Kabale University, 2024-02-07) AYEBARE, Boniface Martial
Project-Based Learning (PBL) is a preferred approach in language teaching today. It places the learner at the center of the learning process that is oriented towards problem-solving. This article presents a summary of points picked from the project entitled « Welcome to Kabale », implemented at Kabale University in South-Western Uganda. Our sample was composed of twenty-seven beginner students of French for Tourism. The project which lasted about eight weeks was mainly about introduction: Introducing oneself, a friend and close surroundings. Short videos were recorded on these. Our results reveal that learner motivation, confidence and self-esteem are enhanced in PBL. Language competences as well as soft skills are also developed. For PBL to succeed, adequate prior preparation by the teacher is crucial. The relevance of the projects, the learners’ interests and participation should be considered. Assessment is diagnostic, formative and summative, conducted by peers as well as by the teacher. The learning process and the final product should both be carefully considered, while temptation towards excesses should be avoided. Generally, the study confirmed that PBL is an efficient approach in imparting skills to solve day-to-day problems
Open Access
Mauvaise Culture de la Lecture chez les Etudiants de FLE en Ouganda: Éléments de Réponses.
(Kabale University, 2024) Kateregga, Abubakar
Cet article s’articule autour du problème de la mauvaise culture de la lecture chez les étudiants ougandais de FLE. Il a pour objectif de décrire et d’analyser la situation enseignante de la compétence de lecture. Il explore les causes de mauvaises pratiques de lecture et les méthodologies didactiques qui s’y rapportent. L’étude s’appuie sur le cadre théorique bronckartiste de l’interactionnisme socio-discursif (Bronckart, 1996) selon lequel des lecteurs lisent et comprennent des textes de tout genre en s’appuyant sur les pratiques socioculturelles qui les aident à résoudre des problèmes sociaux dans des écrits. L’article part de l’hypothèse selon laquelle les pratiques médiocres en lecture scolaire sont influencées par deux facteurs majeurs : D’une part, les apprenants ont des objectifs amoindris qui associent l’acte de lire exclusivement à la lecture de notes de cours ne serait-ce que pour réussir aux examens au lieu de lire pour s’amuser, pour se divertir, pour s’informer, pour jouer. D’autre part, les méthodes didactiques utilisées à l’école sont inappropriées dans la mesure où elles produisent des lecteurs « monovalents » au lieu de produire des lecteurs « constructeurs de sens » capables de pratiquer une lecture plurifonctionnelle
Open Access
Miktadha ya Kisintaksia itokanayo na Makusudio ya Mawasiliano katika Uibuzi wa Miundo Virai Kubalifu ya Kiswahili.
(Kabale University, 2024) Amanzi, Musa .O.
Lugha ya Kiswahili ni lugha yenye muundo wa kitenzi kati yaani, katika sentensi ni lazima kuwe na viambajengo kabla au baada ya kitenzi ambavyo vinaweza kuwa dhahiri au visiwe dhahiri. Kuwapo kwa muundo huu hakumaanishi kuwa lugha hii ina utaratibu mmoja kiusemaji. Bali, ipo miundo mingine ambayo kimsingi ujitokezaji wake husababishwa na miktadha mbalimbali ya kisintaksia. Makala haya kwahiyo yanalenga kuchunguza miktadha ya kisintaksia itokanayo na makusudio ya mawasiliano katika uibuzi wa miundo virai kubalifu vya sentensi za Kiswahili. Data za makala haya zilipatikana uwandani kupitia mbinu ya ushuhudiaji sikizi na mahojiano. Nadharia ya Uchunguzi wa Kimaeneo ya Joshua Aaron Fishman mwaka (1972) ilitumika katika uchanganuzi na uwasilishaji wa data. Katika uwasilishaji wa kila data, alama “Mt.” ilitumika ikimaanisha “mtoataarifa”. Matokeo ya makala haya yanaonesha kuwa kuna miktadha sita ya kisintaksia itokanayo na makusudio ya mawasiliano katika uibuzi wa miundo virai kubali vya sentensi za Kiswahili. Miktadha hiyo ni umadaishaji, ufokasilishaji, usititizi, uulizi, maombi na kuagiza. Aidha, makala haya yanapendekeza kuwa tafiti nyingine zifanyike ili kuchunguza miundo virai kubalifu itokanayo na miktadha ya kisintaksia ya makusudio ya mawasiliano.
Open Access
Nafasi ya Leksikoni yenye Vipashio Ghairi kutoka Kiingereza na Kiarabu katika Fonolojia ya Leksikoni ya Kiswahili Sanifu
(2023-03) David, Majariwa
Makala haya yanahusu ubainishaji wa nafasi ya leksikoni ya mkopo yenye vipashio ghairi katika leksikoni ya Kiswahili sanifu. Data zilizotumiwa katika makala haya zilikusanywa kutoka makavazi ya Taasisi ya Taaluma za Kiswahili, Chuo Kikuu cha Dar es Salaam. Mbinu za uhakiki matini na usomaji nyaraka zilitumiwa kukusanya data. Uhusiano wa matabaka ya leksikoni ya Kiswahili umeelezwa kwa kutumia modeli ya uhusiano wa KIINI-PEMBEZONI ya Itô na Mester (1995) sambamba na Nadharia ya Umbo Upeo (UU). Data imedhihirisha kuwa leksikoni ya Kiswahili inatoa ushahidi kuwa kuna matabaka mbalimbali ndani yake. Modeli iliyotumiwa imetuwezesha kubainisha mwingiliano taratibu na utabakishi wa leksikoni ya Kiswahili. Leksikoni ya Kiswahili yenye viambajengo ghairi husika imetambuliwa kisinkronia kwa kuwa viambajengo hivyo vina mchango katika sarufi ya Kiswahili (fonolojia ya leksikoni ya Kiswahili) hasa kuhusiana na mashartizuizi ya kimuundo. Matokeo yamebainisha kuwa mashartizuizi ya leksikoni ya Kiswahili iliyopokelewa kutoka Kiingereza na Kiarabu na viambajengo ghairi yanafanya kazi katika mawanda ya PEMBEZONI.
Open Access
Quel Français Pour Les Etudiants De La Faculte De Genie De L’universite De Kabale?
(Kabale University, 2024) Ayebare, Boniface Martial
Cet article se donne pour objectif d’analyser les besoins langagiers des étudiants de français à la faculté de génie de l’Université de Kabale afin de recommander la variété du français qui correspond à leurs besoins et leurs attentes. L’Ouganda est un pays de pluralité linguistique avec plus de 40 langues locales. L’anglais et le swahili sont les langues officielles. Le français occupe un statut de langue étrangère mais il est privilégié en raison de son importance dans la région. Pour notre recherche, nous avons interviewé et tenu des discussions avec trente-cinq étudiants qui apprennent le français à la faculté de génie, leurs enseignants, le doyen et trois chefs de département. Nous avons également adressé des questionnaires à trois ingénieurs basés à Kabale. Les résultats de la recherche révèlent que la majorité des étudiants apprennent le français pour des raisons de carrière car ils espèrent avoir à traiter avec des francophones. L’analyse du curriculum a trouvé que l’enseignement se limite au français général qui ne prend pas en compte les besoins des étudiants. Notre recherche recommande l’élaboration d’un module détaillé de français sur objectifs spécifiques (FOS) spécialisé en français de l’Ingénierie. L‘approche pédagogique prônée est la pédagogie de projet pour renforcer et compléter la perspective actionnelle actuellement employée par les enseignants. Enfin, des formations pédagogiques ciblées pour les professeurs de français sont recommandées.

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