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MAKEREREUNIVERSITYSCHOOL OF EDUCATIONMASTER OF EDUCATION INLANGUAGE AND LITERATUREEDUCATIONM.ED.LLE20101

1.0 BackgroundThe Department of Language Education (DLE) was established in 1993 after the subject unit wasseparated from the Department of Social Science and Arts Education (DOSSAE). The aim of theseparation was to ensure the specialised preparation and continuous professional development oflanguage teachers and other language education professionals. An attendant aim was to respondto the growing numbers of university entrants interested in the language teaching profession, thusrecruiting more language specialists than was previously possible in the DOSSAE arrangement.With these provisions the School of Education has been able not only to admit increasingnumbers of applicants for the language teaching courses on the B.A. Education and M.Ed.Language Education programmes but also to broaden the range of languages offered. From thelimited catering for 5 M.Ed. students, all doing English, in 1988, the department now providesfor M.Ed. in language and literature with Luganda, French, German, Kiswahili and Arabic inaddition. The M.Ed. LLE programme therefore is designed for language teaching professionalswho wish to master the requisite knowledge and skills of planning, teaching, assessing andevaluating language and literature programmes in educational institutions and any relatedorganisations. It is good also for those who wish to engage in policy formulation and researchand development activity in this field.In the past, graduates of the M.Ed. LLE programme have gone on to teach in schools or to otherjobs that require knowledge and use of language. Masters graduates have filled positions inschools, teachers‟ colleges, curriculum development institutions, assessment bodies, educationministry departments in Uganda and abroad, media organisations, education publishing housesand development and humanitarian organisations.2.0 JustificationObservation of teachers and analysis of the literature of language teaching research both revealcritical gaps in professional competence in spite of the clear need for it. While great numbers ofuniversity and college graduates possess knowledge about the structures of the languages theyhave studied, accounting partially for content knowledge (CK), many who go on to teach it donot necessarily demonstrate the ability to draw on the language theories for effective pedagogy(P). This is in spite of the training investments made in the tertiary institutions and the growth ofthe language teaching industry, which is evident in the establishment of new school and collegecurricula and/or the revision of old ones, besides the growing number of clients. In Uganda, asin many other contexts, this is often as a result, on the one hand, of the demand for grades byboth schools and parents. On the other hand, it results from teachers‟, language education policymakers‟, curriculum and assessment specialists‟ as well as instructional materials writers‟ partialunderstanding of the demands of language teaching and learning.This lack of capacity among the supposed educational leaders reflects in the poor performance oflearners, which is essentially the assessment of those who plan for and implement the teaching.Altogether, the limitations exist in a vicious cycle of causes and consequences: the practitionerslack the confidence that is critical for making decisions for pedagogy, resulting in poor practice;poor performance undermines confidence in practitioners‟ knowledge and skills. Practitioners‟lack of confidence is at the core of inadequate professional capacity.2

The wide gap between the knowledge of theory and the practice of language teaching represents,in general, the practitioners‟ low proficiency levels in pedagogical content knowledge (PCK).Higher levels of PCK would facilitate an effective bridging of the gaps in pedagogy. There istherefore a great need for a higher caliber of practitioners who can boast of professional capacityin language teaching. To meet this, there is a requirement for graduate training that exposesbeneficiaries to issues greater than and well beyond teaching language syllabuses in theclassroom.Goal and ObjectivesThe overall goal of the MED.LLE programme is to prepare language education professionalswho will take up responsibility for language policy and its implementation and development.The programme will produce graduates who, at whatever level in the education system andwherever in the world they may go to work, will demonstrate mastery of the four desiredteaching components – Content Knowledge, Pedagogical Content Knowledge, Pedagogy and,indeed, Professionalism. The graduates will be capable to work as(i)(ii)(iii)(iv)(v)(vi)language policy specialists in relevant government departments who will deliberateon the place of language in national, school and other public functions;curriculum specialists responsible for curriculum development and reform;materials developers who are equipped with a capacity for internalizing the theoriesof language learning and use, determining the teaching and learning needs of variousclientele, selecting teaching and learning content and designing materials for use inspecified language and literature programmes;educational researchers who are capable of interpreting situations and developmentsfor the benefit of language teaching and learning;teacher educators at colleges and universities, capable of equipping teacher traineesnot only with knowledge about languages of interest but also with the confidence tomake decisions suitable to learning contexts, andSchool teachers who are capable of teaching learners not only to know about thelanguages but also to use them in real communication situations.4. OutcomesThe programme is designed to produce a human resource that is obviously greatly lacking in thefield of language education. This human resource is, in total, desired to make an impact in thedevelopment of language education policy and implementation by influencing debate anddecisions for designing curricula and specific level as well as grade syllabuses, assessmentpractices, classroom teaching and instructional materials design and development. Theprogramme therefore is to prepare teachers/educators with adequate knowledge, skills andcommand of issues necessary for designing, implementing, teaching, supervising and evaluatingcurricula and Programmes. Specifically the programme aims at enriching graduates in thefollowing.1. Lecturers of content and methods in tertiary institutions including Universitiesand teacher education institutions.2. Handling Department and school head teachers to be able to handle LanguageEducation adequately3

3. To equip Inspectors or subject related administrators or supervisors in theministry responsible for education, in the districts and with NGO‟s providingeducation services.4. Subject specialists in the National Curriculum Development Centre andinstitutions with similar functions.5. Subject specialists with the Uganda National Examination Board or otherexamination boards with similar functions.5.0 ApproachAll learners on the programme will be taught some units together in a theoretical approach tolanguage education. Equipped with the theoretical knowledge the learners will then separate intospecific language groups – English, Kiswahili, Luganda, French, German, Arabic - to engage inpractical sessions dedicated to teaching and research in these areas.6.0 ResourcesThere are adequate basic and supplementary resources to support the MED.LLE programme.These are outlined here below.6.1 StaffingCurrently there is 1 Professor and 2 Senior Lecturers and 2 Lecturers with Ph.D. These willteach the programme with the support of senior staff from other faculties in Senate‟srecommended arrangement of joint teaching (List of Staff is attached).6.2 FacilitiesThe educational facilities required on this programme are adequately available in the School ofEducation and other locations in the university. Particularly, print and electronic mediaresources are available in the Language Teaching Resource Centre (LTRC), which also housesthe DLE Book Bank, the School of Education Book Bank and the University Main Library.6.3 SpaceSpace is available for the programme within the LTRC and other lecture rooms as well as courselecturers‟ offices.7.0 FundingThe M.Ed. Language and Literature Education will be self-sustaining. All fees payable by thestudents will be determined by the University Council.6.0 General RegulationsAll the application, admission, examinations and graduation regulations common to the Mastersprogrammes of Makerere University shall apply to the M.Ed. Language and Literature Educationdegree programme.7.0 Admission RequirementsApplicants who qualify for admission will possess an honours degree in education, with aspecialisation in language and literature teaching or, demonstrate an upgrading of theirqualification in additional certification at, say diploma or certificate level.4

8.0 Programme DurationThe M.Ed. Language and Literature Education is a full time undertaking. It will run for twoacademic years in four semesters of 17 weeks each. 15 weeks in each of the first two semesterswill be devoted to class course work and two weeks to semester examinations. The recess termfor proposal writing and defending, The first semesters of Year II (third semester) will bedevoted to research and dissertation writing, while the fourth semester shall be for dissertationdefense, corrections and submission of approved corrected dissertation.8.1 Programme StructureCourses in the program are structured in such a way thata) During the first year, M.Ed. LLE students shall do core Education courses offered by theSchool of Education with two core courses on the LLE Programme. They will also selecttwo elective courses in their areas of specialisation.b) Methodology in the areas of the program shall be done at the department of LanguageEducation while specific selected content courses shall be done in conjunction withothers service units namely Institute of Languages and Department of Literature inFaculty of Arts.c) Seminar Series shall be in Second Semester and shall be considered and assessed ascourse work. The departments shall draw programmes that will constitute semester seriesfor each semester and these shall be assessed during the semester.d) A Research proposal shall be written during the recess term and will carry 20% of themark for the research and dissertation.e) A student will carry out research during the first semester of the second year ofregistration (third semester) and defend his/her dissertation in a viva voce before aselected panel of examiners before the end of the fourth semester or end of second year ofregistration. The length of the dissertation shall be between 10,000 – 12,000 words (Seegraduate studies regulations regarding dissertation).8.2 Grading(a) Each course shall be graded on a maximum of 100 marks. Assessment results will berecorded as marks matched by letter grades and grade points. The grading will be done asfollows.The distribution of marks between course work and written examinations will be in accordancewith guidelines set by the University. It shall be as follows:All scores are converted to letter grades using the following system:Marks% Letter Grade Grade Point Interprétation90-100 A+ 5 Exceptional80-89 A 5 Excellent75-79 B+ 4.5 Very good70-74 B 4 Good65-69 C+ 3.5 Fairly good60-64 C 3 Pass5

55-59 D+ 2.5 Marginal fail50-54 D 2 Clear fail45-49 E 1.5 Bad fail40-44 E- 1 Qualified failBelow 40 F 0 Qualified fail(b) The pass grade point per course is 3.0.(c) The following letter signs will be used where relevant.W Withdrawn from courseI Incomplete resultsAUD Audited course only(d) No credit unit shall be awarded for any course in which a student fails the exam.(e) Research and Dissertation shall carry 10CU. 2CU will be for proposal writing and 8CU forapproved dissertation.8.3 Progress on the ProgrammeProgression through the course shall be assessed in three categories as follows.(i) Normal Progress, for when a student passes all courses;(ii) Probationary Progress, which is a warning, for whena) a student fails a core course, orb) a student obtains a Grade Point Average (GPA) or Cumulative Grade Point Average(CGPA) of less than 3.0Probation ceases when either of the above conditions (a) and (b) no longer holds.(iii) Discontinuation, when one of the following conditions obtains:a) Receiving two probations on the same core course, orb) Obtaining two consecutive probations based on GPA or CGPA.(iv) During Research period, a report on the progress of the student shall be given by thesupervisor quarterly.8.4 Retaking a CourseThere shall be no supplementary examination in any course of the programme. However, astudent may retake a course when it is offered again in order to:a) pass it if the student had failed it before, orb) improve the grade if the previous pass grade was low.A student who does not wish to retake a failed elective course shall be allowed to take on asubstitute elective.8.5 Award of the M.Ed. Language Education DegreeThe degree of M.Ed. Language Education shall be awarded to a candidate who has passed allprescribed courses and successfully completed the dissertation.6

9.0 Summary of CoursesFollowing is the summary of all courses offered on the M.Ed. Language Education Programme,some core and others elective.Year One – Semester OneCourse Course TitleLH PH CH CUCodeEDU 7101 Qualitative Research Methods 15 60 45 2EDU 7102 Quantitative Research Methods 15 60 45 2CUS 7102 Contemporary Curricular Issues in Education 15 30 30 2LLE 7101 Theory and Practice of Language and Literature 30 60 60 4PedagogyElective Select two to follow in the area of specialization, e.g.English, Luganda, French, German, Kiswahili,ArabicEnglish Language EducationLLE 7102 School and College Reading and Writing Programmes 30 60 60 3LIT 7107 1 Oral Literature 30 60 60 3LLE 7104 Language Teacher Education and Development 30 60 60 3LLE 7103 Classroom Cultures and Language Pedagogy 30 60 60 3LLE 7105 2 Analysis and Interpretation of Texts 30 60 60 3LLE 7106 Language Course Design, Management and Evaluation 30 60 60 3CUS 7105 Curriculum Design and Development 30 60 60 3Luganda Language EducationLLE 7104 Language Teacher Education and Development 30 60 60 3LLE 7103 Classroom Cultures and Language Pedagogy 30 60 60 3LLE 7105 3 Analysis and Interpretation of Texts 30 60 60 3LLE 7106 Language Course Design, Management and Evaluation 30 60 60 3CUS 7105 Curriculum Design and Development 30 60 60 3ALM 7106 Materials Development and production in African 30 60 60 3LanguagesGerman Language EducationLLE 7104 Language Teacher Education and Development 30 60 60 3LLE 7103 Classroom Cultures and Language Pedagogy 30 60 60 3LLE 7105 4 Analysis and Interpretation of Texts 30 60 60 3LLE 7106 Language Course Design, Management and Evaluation 30 60 60 3CUS 7105 Curriculum Design and Development 30 60 60 3LIT 7106 Popular Literature 30 60 60 3French Language EducationLLE 7104 Language Teacher Education and Development 30 60 60 3LLE 7103 Classroom Cultures and Language Pedagogy 30 60 60 31 Taught at Department of Literature & Institute of Languages, Faculty of Arts2 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts3 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts4 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts7

LLE 7105 5 Analysis and Interpretation of Texts 30 60 60 3LLE 7106 Language Course Design, Management and Evaluation 30 60 60 3CUS 7105 Curriculum Design and Development 30 60 60 3LIT 7105 Theatre for Development 30 60 60 3Arabic Language EducationLLE 7104 Language Teacher Education and Development 30 60 60 3LLE 7103 Classroom Cultures and Language Pedagogy 30 60 60 3LLE 7105 6 Analysis and Interpretation of Texts 30 60 60 3LLE 7106 Language Course Design, Management and Evaluation 30 60 60 3CUS 7105 Curriculum Design and Development 30 60 60 3ALM 7107 Policy Development for African Languages 30 60 60 3Total CU 16Year One – Semester TwoCourse Course TitleLH PH CH CUCodeEDF 7201 Advanced Studies in Educational Foundations 30 60 60 3LLE 7201 Assessing Language and Literary Competences 30 60 60 3LLE 7202 Language and Literature Resource Development and 15 30 30 2ManagementEDU 7201 Seminar Series 15 30 30 2Elective Select two to follow in the area of specializationEnglish Language EducationLLE 7203 Supervision and Inspection of Language and Literature 30 60 60 3Teaching ProgrammesLLE 7204 7 Teaching Speaking and Listening Skills to Adult 30 60 60 3LearnersLLE 7205 Developing Language and Literature Courses for Young 30 60 60 3LearnersLLE 7206 Integrating Oral Literature in School Curricula 30 60 60 3LIT 7206 Literature and Human Rights 30 60 60 3Luganda Language EducationLLE 7203 Supervision and Inspection of Language and Literature 30 60 60 3Teaching ProgrammesLLE 7204 8 Teaching Speaking and Listening Skills to Adult 30 60 60 3LearnersLLE 7205 Developing Language and Literature Courses for Young 30 60 60 3LearnersLLE 7206 Integrating Oral Literature in School Curricula 30 60 60 3LIT 7208 Gender Issues in Literature and the Media 30 60 60 35 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts6 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts7 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts8 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts8

German Language EducationLLE 7203 Supervision and Inspection of Language and Literature 30 60 60 3Teaching ProgrammesLLE 7204 9 Teaching Speaking and Listening Skills to Adult 30 60 60 3LearnersLIT 7204 Trends in 20 th Century Drama 30 60 60 3LLE 7205 Developing Language and Literature Courses for Young 30 60 60 3LearnersLLE 7206 Integrating Oral Literature in School Curricula 30 60 60 3French Language EducationLLE 7203 Supervision and Inspection of Language and Literature 30 60 60 3Teaching ProgrammesLLE 7204 10 Teaching Speaking and Listening Skills to Adult 30 60 60 3LearnersLLE 7205 Developing Language and Literature Courses for Young 30 60 60 3LearnersLLE 7206 Integrating Oral Literature in School Curricula 30 60 60 3LIT 7207 Caribbean Literature 30 60 60 3Arabic Language EducationLLE 7203 Supervision and Inspection of Language and Literature 30 60 60 3Teaching ProgrammesLLE 7204 11 Teaching Speaking and Listening Skills to Adult 30 60 60 3LearnersLLE 7205 Developing Language and Literature Courses for Young 30 60 60 3LearnersLLE 7206 Integrating Oral Literature in School Curricula 30 60 60 3ALM 7206 African Languages and the Media 30 60 60 3Total CU 16Year Two Semester 3 and 4EDU 7301 Research Proposal 60 30 2EDU 7302 Research and Dissertation 240 120 8Total CU 109 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts10 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts11 Taught in Conjunction with Department of Literature & Institute of Languages, Faculty of Arts9

DETAILED COURSE OUTLINESEDU 7101 QUALITATIVE RESEARCH (Core for All MED students at SoE)COURSE DESCRIPTIONThrough interactive lectures, discussions and hands – on experiences, this course enablesstudents to get acquitted with the philosophy, assumptions and principles in the qualitativeparadigm. The students are introduced to different ways of knowing, understanding of multiplerealities and the appreciation that reality is a social construction. The course also gives studentsan opportunity to creatively work with diverse data types and produce coherent and relevantexplanations and interpretations using different theoretical stances.COURSE OBJECTIVEESSpecifically the course is designed to enable students to;a) Identify an appropriate research strategy for their research problem.b) Critically review and make use of relevant literature to inform their study.c) Construct and utilize appropriate data collection techniques for their research.d) Critically examine their personal perceptions and their implications to the research processe) Gain skills and knowledge in generating codes, writing memos, and using them to makeexplanations and descriptionsf) Write reportsCOURSE ASSESSMENTThe paper will be marked out of 100%Coursework (test, assignments and class participation) 40%Examination 60%The pass mark will be 60%Course work will comprise of two mini projects that the students will identify to give them morepractical skills in the design and use of research techniques covered in the course. Each coursework will be 20 marks.COURSE CONTENTSECTION A: Introduction1. Introduction to Qualitative researcha. Definitions and assumptionsb. Nature of qualitative researchc. Research design2. Types of Qualitative Research in Educationa. Ethnography; b. Case studies c. Historical studies d. Action research3. Literature Reviewa. process of reviewing of literature in Education Studiesb. Uses of a literature review10

i. Clarifying conceptsii. Identifying research gapsiii. Generate theory4. Theoretical/conceptual frameworka. Role of theory in qualitative researchb. Sources theory (experiential knowledge, existing theory/literature, pilot /exploratory study)5. Data collection methods (construction and use of data collection tools/instruments)i. interviewsii. Focus Group Discussionsiii. Observations1. Participant observations2. Non participant observations3. Classroom observationsiv. Document analysis6. Issue in data collectiona. Ethics, Confidentiality, Accessb. Researchers role (subjective and objective debates)c. Validity and reliability checks7. Proposal Writing and Education ResearchSECTION B: Data Analysis1. Capturing data (interviews, document, photographs)2. Data Analysisi. Codes and coding, Memo, Case analysisii. Exploring and describingiii. Explaining & predicting3. Working with different transcripts4. Computer package for data analysis in teaching and research(e.g NVIVO)5. Report writinga. Interpretation of data and integrating of findings with existing knowledge(discussion)b. Comparing, contrasting, speculationc. Theoretical consolidation and applicationd. Use of metaphor & Analogiese. Making relevant conclusionsf. Report format and structuresREADING LIST1. Denzin, N. and Lincolin, Y. (1994). Handbook of qualitative research. London. SagePublications11

2. LeCompte, M & Preissle, J. (1984). Ethnography and qualitative design in educationalresearch. Orlando: Academic press.3. Marshall, C. & Rossman, G. (2006). Designing qualitative research. London: Sagepublications4. Mason, J. (1996). Qualitative researching. London. Sage publications5. Maxwell, Joseph (1993). Qualitative research design. London. Sage Publication6. Maxwell. J. (1996).Qualitative research design: An interactive approach. LondonSage publications.7. Miles, M. & Huberman, M (1994). Qualitative data analysis, London. SagePublications8. Miles, M. & Huberman, M. (1994). Qualitative data analysis: An expanded sourcebook.London. Sage Publications9. Preissle, J. & Lecompte, M. (1993). Ethnography and qualitative design in educationalresearch 2 ed. San Diego: Academic press.10. Ryan, Anne B. (2006) Methodology: Analysing Qualitative Data and Writing up yourFindings. In: Researching and Writing your thesis: a guide for postgraduate students.Mace: Maynooth Adult and Community Education, pp. 92-108.11. Silverman, David (1993). Interpreting Qualitative data: methods for analyzing; talk, textand interaction. London. Sage Publication12. Strauss, A & Corbin, J.(1998) Basics of Qualitative Research: Techniques andProcedures. London. Sage publications13. Tesch, R. (1990). Qualitative Research: Analysis types and software tools. London. TheFalmer Press14. Yin, R. (2003) Case study research: Design and methods. London sageEDU 7102 QUANTITATIVE RESEARCH METHODS(Core for All MED students at SoE)Course DescriptionThis course enables students to get acquainted with the philosophy, assumptions and principlesin the quantitative paradigm. In addition, they are exposed to key steps in planning andimplementation of quantitative research. The students are introduced to planning for research,descriptive and inferential statistics, and aspects of report writing.Course ObjectivesBy the end of the course, students should be able to;1. Differentiate quantitative research from qualitative research2. Write a research proposal3. Discuss the role of basic statistics in quantitative research4. Apply statistics in the processing of quantitative data (data analysis and interpretation)5. Manipulate the various variables in quantitative research12

Course OutlineIntroduction“What is research”; “What is Quantitative research”; “Differences between Qualitative andQuantitative research”; “Importance of Quantitative research”.Planning Research in Education“Key steps in planning: developing ideas, identifying the problem, and clarifying thepurpose and objectives” “Ethical consent”Sources of information and techniques of gathering relevant information “Sources: Primaryand secondary sources of information; e-sources and non-e sources; Journals; Dissertations;Museums; GIS; Remote sensing” etc.Developing a research proposal “Components: The title, background; problem statement,purpose, objectives, theory and research, scope, significance/justification; conceptualframework, critical literature review, hypothesis formulation and research questions,methods: design, population and sampling; review of various research methods and tools;validity and reliability of tools in quantitative research; data collection procedure; andanalysis”Introduction to Statistics“What is Statistics?” “Types of applied Statistics”; “Descriptive Statistics”; “InferentialStatistics”; “Role of Statistics in education research”Role of Statistics in research planningRole of Statistics in data processing and analysis“Descriptive Statistics” and “Inferential Statistics”Statistics and report writingData Processing “What is data processing”; Why data processing” “Different ways of dataprocessing”; Data editing or cleaning; Data categorizing or coding; Data entry “Computersand data entry and editing”; “Data transformation”; “Organizing data” Data presentation;“Presenting data”; “Tabulation”; “Graphs”Variables - What are variables? Why variables?Types of variables - “Types of Research variables” ; Coombs: “Categorical variables”;“Numerical variables”; Relationship between categorical and numerical variables” Accordingto their role in research: “Dependent variable”; “Independent variable”; “Extraneousvariable”; “Moderator variable” Types of analysis according to number of variablesDescriptive Data AnalysisIntroduction” What is descriptive data analysis?”; Analysis of frequencies or frequencycounts; “Relative frequency”; “Relative percentage frequency distribution”; 5.3Analysis of central tendency or location; “Measures of central tendency”; Analysis ofdispersion; “Measures of dispersion”; 5 Analysis of skew; “Plotting distributions”; “Shapesof distributions”; “Relationship among mean, mode and median”Introduction to Inferential Data Analysis - “What is inferential data analysis?” Inferentialversus descriptive data analysis; “Descriptive Statistics”; “Inferential Statistics” ;Terminology in inferential data analysis; “Population and sample”; “Sampling”;“Inferences”; Estimation of parameters; “Point and interval estimates” Test of hypotheses;“Concepts in hypothesis testing: What is a hypothesis?” “Why hypothesis”13

Comparative Data Analysis - “Rationale for comparative data analysis” Comparison of twopopulation means for equality: Two-sample t-test - “Student t test for independent samples:Comparing two population means” in part; “Characteristics of the sampling distribution ofthe difference between means” Comparison of two or more population means for equality:Analysis of Variance (ANOVA)“Single-factor independent measures design (One-way)”; “Hypotheses for single-factorindependent measures ANOVA”; “Partitioning sums of squares” “Formulae for sums ofsquares, degrees of freedom, mean squares and F-ratio”Correlative Data Analysis - “Importance of correlative data analysis”; Co-relation betweentwo numerical or continuous variables: Pearson‟s Correlation Co-efficient “Scatterdiagrams”; “Characteristics of a relationship”; “Pearson‟s Product-Moment CorrelationIndex”; “Interpreting Pearson‟s Product-Moment Correlation Index”; “Testing hypotheseswith Pearson Correlation” ; Co-relation between two ordinal or ranked variables:Spearman‟s Correlation Co-efficient; “Spearman‟s Correlation”; “Other measures ofrelationship” in part under Spearman‟s Correlation” ; Co-relation between two categoricalvariables: Chi-square; “Chi-square goodness-of-fit”; “Chi-square test for independence oftwo variables”; “Chi-square test of independence for dichotomous variables”; “Assumptionof Chi-square test of independence”Data Presentation, Analysis & Interpretation - Background of respondents; Addressingresearch objectives, questions and/ or hypotheses; “Data presentation, analysis andinterpretation” ; Discussion, Conclusions & Recommendations. Writing references (APA andother formats)EvaluationThe paper will be marked out of 100%Coursework 40%Examination 60%Course work will comprise projects in the design and use of research techniques covered in thecourse.ReferencesAmin, M. E. (2005). Social science research: Conception, methodology and analysis. Kampala:Makerere University Printery.Amin, M. E. (2004). Foundation of statistical inference for social science research. Kampala:Makerere University Printery.Bakkabulindi, F. E. K. (2008). Individual characteristics affecting use of computers in MakerereUniversity. Proposal written as prototype for training Masters students. E.A. Inst. forHigher Educ. Studies & Dev., School of Educ., Makerere University, Kampala, Uganda.Bakkabulindi, F. E. K. (2004). Research methods by example. Unpublished manuscript.Bakkabulindi, F. E. K. (1999). Statistics by example. Unpublished manuscript.Bowen, B. D. & Werberg, H. F. (1980). Introduction to data analysis. San Francisco: W. H.Freeman & Co.14

LLE 7101: THEORY AND PRACTICES OF LANGUAGE AND LITERATUREPEDAGOGY (Core for MED LLE Students)Course DescriptionThis course is designed for the study of contemporary theory and grounded knowledge ofpractices in the teaching of language and literature. It is aimed at ensuring learners‟understanding of (i) the knowledge underpinning teaching methodologies and (ii) the value ofselected methodology. The course involves both theoretical and practical sessions, the latterrequiring students to conduct classes to demonstrate choices of methodology based on selectedtheories and guided by context.Learning OutcomesLearners will be able to:(i) analyse theoretical considerations that influence teachers‟ methods anywhere;(ii) critique common and other arguments for and against various methodologies;(iii) apply their understanding of the strengths of effective methodologies in language andliterature classrooms, and(iv) demonstrate a sound mix of methodologies for effective teaching.ObjectivesThe course is designed to equip learners with:(i) knowledge of a range of existing methodologies;(ii) skills for using various methodologies to teach literature and language;(iii) competence for assessing teachers‟ selection and classroom application ofmethodologies, and(iv) competence for developing in others the skills of teaching literature and languageeffectively.ContentLearners will be exposed to the philosophical underpinnings of teacher-centred, learner centredand learning-centred methods. They will critique a range of language teaching approaches aswell as teaching methods and techniques and describe their value for language and literatureclassrooms. Course activities will include plenary discussion and practice teaching in primary,secondary and tertiary classrooms besidesTeaching MethodsLecture; Small group; Seminar; Demonstration15

Course OutlineWeek Content/Activity1 & 2 Theoretical IssuesConstructivist view of learningConceptual change in language educationDesigning language course objectivesFunctional-Notional approachesSituational approachesCommunicative approaches3 & 4 Comparison of Language Teaching Methods andTechniquesTeacher-centred and learner-centred methodsGrammar Translation MethodTotal Physical ResponseCommunicative MethodsCooperative learning, collaborative learning techniques5 & 6 Language in EducationLanguage policies and language education in AfricancountriesLanguages of education in AfricaTransiting from home to school languagesBantu languages as LOIs in primary schoolMethodology of second language teaching in secondaryschoolTeaching Kiswahili at the primary school and teacherscollegeMethodology of foreign language teaching7 & 8 Contemporary IssuesLanguage in the universalisation of EducationEarly literacy developmentTeaching language in large primary, secondary and tertiaryclassesMixed ability groupingGender in language teaching9 & 10 Language and Literature Materials Selection and UseTarget content, language attainment level, presentationMaterial as source of language contentMaterial as learning propSame content different material v. same materialdifferent content11 Language Policy Implementation – Speaking and WritingModelsEnglish modelsKiswahili models16

French modelsGerman models12 Organising and Evaluating Learning TasksInput hypothesisLearner engagementTeacher feedbackLearner independence, cooperative learning,collaborative learning techniquesLanguage use in the classroom13, 14 &15Peer Teaching, Teaching at Demonstration and CollegeSchools16 & 17 ExaminationsMaterialsBishop, G. (1985) Curriculum Development, London: Macmillan Publishers Ltd.Brindley, S. (Ed.) (1994) Teaching English in the Secondary School, London: Routledge andOpen University.Brumfif, C.J. & Roberts, J.T. (1983) Language and Language Teaching, London: BatsfordAcademic and Educational Ltd.Clarke, S., P.Dickinson & J. Westbrook (Ed.) (2010) The Complete Guide to Becoming anEnglish Teacher, Second Edition, London: SAGE.Cummins, J. (2000) Language, Power and Pedagogy. Bilingual Children in the Crossfire.Multilingual Matters.Elliott, J. (1993) Action Research for Educational Change, Buckingham: Open University.Eraut, M. (1985) “In-service education and training of teachers”, in International Encyclopaediaof Education, pp. 2511-26Finocchiaoro, M. & Brumfit, C. (1983) The Functional-Notional Approach, Oxford: OxfordUniversity PressInternational Journal of Educational Development,Journal of Multilingual & Multicultural DevelopmentJournal of PragmaticsKrashen, J. (1985) The Input Hypothesis: Issues and Implications, London: LongmanListon, D., Borko, H., Whitcomb, J. (2008) “The Teacher Educator‟s Role in Enhancing TeacherQuality”, Journal of Teacher Education, 2008, 59.McGregor, G.P. (2002) English for Life? Teaching English as a Second Language in Sub-Saharan Africa with Reference to Uganda, Kampala: Fountain Publishers.Owino, F.R. (Ed.) (2002) Speaking African. African Languages for Education andDevelopment. Centre for Advanced Studies of African Societies (CASAS).Richards, C.J. (1987) The Context of Language Teaching, New York: Cambridge UniversityPress.Rodgers, C.R. (2002) “Seeing Student Learning. Teacher change and the role of reflection”,Harvard Educational Review, 72, 2, 230-253Shor, I. (1993) “Education is politics: Paulo Freire‟s critical pedagogy”, in P. MacLaren & P.Leonard (Eds.) Paulo Freire: A Critical Encounter, New York: Routledge.17

Stern, H.H. (1991) Fundamental Concepts of Language Teaching, 7 th Edition, New York.Oxford University Press.Woods, P. (1989) Working for Teacher Development, Norfolk: Peter Francis Publishers.Woodward, T. (1991) Models and Metaphors in Language Teacher Training:Loop Input andOther Strategies, Cambridge: Cambridge University Press.AssessmentLearning on this course will be assessed by coursework, marked out of 40%, and writtenexamination, marked out of 60%. Coursework will consist of both short written assignments andpractical activities. The latter will be assessed in part during practice teaching.LLE 7102 SCHOOL AND COLLEGE READING AND WRITING PROGRAMMESLearning OutcomesLearners will be able to:(i) Conduct research in the two areas of reading and writing;(ii) teach the skills of reading across grade levels;(iii) teach the skills of writing across grade levels and for different educational purposes,(iv) develop reading programmes in defined contexts.ObjectivesThe course is designed to equip learners with:(i) knowledge of basics in reading and writing, both as skills and as activities;(ii) skills in developing reading and writing programmes for various age groups;(iii) skills of teaching the two skills;(iv) competences for selecting, grading and developing reading instruction materials,and(v) competences for scientific inquiry into reading and writing developments.ContentIn this course, learners will be exposed to theories of reading and their influence on readingcurricula and teaching practices around the world. Course content will include relevant literarytheory, teaching of the sub-skills of reading and their application. Other content areas will bewriting ability, the teaching of reading and writing in different language learning contexts;development of a reading culture among younger and older age groups.Teaching MethodsLectureSmall groupSeminarWorkshopCourse Outline18

Week Content/Activity1 Reading Theory and ResearchRelationship between reading and writingMother tongue readingSecond- and foreign language readingSchool reading practices – Uganda, other typologiesCurrent emphases in school writing programmes2 Pre-reading Skills and Reading ReadinessReading as cognitionPsycholinguistic demandsReading difficulty and correction strategies3 Developing Linguistic and Metalinguistic Skills in PrimaryGradesPhonological SkillsPhonemic awarenessAlphabetical SkillsSyllabic awarenessReading speed, speed readingAccuracyVocabulary skills – word and phrase recognitionComprehensionUsing dictionariesAssessing reading in the primary school4 Developing Linguistic and Metalinguistic Skills in SecondaryGradesSelecting materials – age, language attainmentSelecting textsProsodyCohesive referenceCoping with structureComprehensiveInferenceComprehensionAssessing reading in the secondary school5 & 6 School and Community Reading ProgrammesReading for leisureMaking literature accessible for all – the classicsReading across the curriculumSelecting & grading children‟s literatureStudent- and teacher-librariansSetting up reading support for adultsDeveloping self-help manuals for community7 Academic Reading and Referencing SkillsLibrary skills19

Note-makingUsing maps, encyclopaedia, magazines, newspapers,InternetLocating specific information in text8 Classroom Application of Reader Response TheoriesCloze procedurePredictionCompletionEditing9 Writing AbilityWriting as CognitionRelationship between writing and speakingLanguage, ideology and culture – social and cultureaspects of writing abilityApplication of language learning theory - error analysis,interlanguage, threshold level, input hypothesisSyntactic and semantic propertiesWord and sentence meaningParagraph typeFree writing and summary10 & 11 Teaching Writing in Mother Tongue ClassesApplications of language theories – cognition, behaviourLanguage, thought and cultureCapitalisation and PunctuationWord building and spellingProverbial skills12 & 13 Teaching Second and Foreign Language WritingWriting narrativeWriting essaysWriting literary materialWriting for broadcast language programmes14 Translating materials for foreign language classesCultural issuesGendered language and contentInternational symbolismVocabulary and structureIdeas, message, intention15 Presentation of Reading and Writing Projects16 & 17 ExaminationsMaterialsAnthony, R.J. et al. (1991) Evaluating Literacy. A Perspective for Change, Ontario: HeinemannEducational Books.20

Chatry-Komarek (2003) Literacy at Stake. Teaching Reading and Writing in African Schools,Windhoek: Gamsberg Macmillan Publishers.Day, R.R. (Ed.) (1993) New Ways in Teaching Reading, Virginia: Teaching of English toSpeakers of other Languages, Inc.Muwanga, N.K. et al (2007) Literacy Practices in Primary Schools in Uganda. Lessons forFuture Interventions, Kampala: Fountain Publishers.Parry, K. et al (Ed.) (2005) Literacy for All in Africa. Teaching Reading in African Schools,Kampala: Fountain Publishers.Whitehead, M. (2009) Supporting Language and Literacy Development in the Early Years,Second Edition, Open University Press Maidenhead: McGraw Hill.Wyse, D. and Jones, R. (2001) Teaching English Language and Literacy, London & New York:Routledge Falmer.AssessmentThe course will be assessed by coursework, marked out of 40%, and written examination,marked out of 60%. Coursework will consist of both short written assignments and practicalcase-based problem-solving activities. The latter will be assessed in part during seminarpresentations on cases of teaching reading and writing that are selected and presented bylearners.CUS 7102 CONTEMPORARY CURRICULA ISSUES IN EDUCATION(Core for All MED students at SoE)Course Description:This course is intended to assist students identify the current contemporary curricula issues ineducation and engages them into a critical analysis and discussion of these issues within theUgandan and international contexts. This course further provides a forum for developingstudents‟ competencies for their roles as educational planners and policy makers, curriculumdevelopers, language educators, social science educators, science educators, teacher educators,teachers, school managers, and academics. This course also inspires students to become mindfulof the contemporary issues in the hope of proper planning and improving education systems.The course also emphasizes the need for stakeholders in education to appreciate theinterrelatedness of different subjects and the need to use multi-disciplinary approaches inachieving the total/whole curriculum that is relevant to societal needs.Course Objectives/ Aims:The trainees should be able to;i. Identify and critique contemporary curricula issues and trends within local, national andglobal educational contexts.ii. Discuss the implications of contemporary curricula issues to educational planning fordifferent cultural contexts.iii. Select particular contemporary curricular issues in society and develop appropriatecurricula interventions to these issues.21

iv. Critically analyze educational policies surrounding various contemporary curricularissues in terms of their rationale, processes, successes, and challenges.Course Outline:1. Introduction to the contemporary curricula issues and trends in education2. Contemporary curricula issues and global [MDGs, EFA, etc.]3. Implications of contemporary curricula issues on education and national development(social, economic, and political).4. Using curriculum models as a planning tool in education.5. Values and aims of education in view of the current contemporary curricula issues.6. The concept of whole curriculum and its relevance to the community [creativity inlearning, linking school learning with the community, making connection betweensubjects, etc.]7. Underlying educational policies surrounding contemporary curricular issues.8. Gender, sexuality and the curriculum9. Making use of technology in curriculum delivery10. Contemporary Curricular issues in local educational contexts. Each student will berequired to identify contemporary issues within their own areas of specialization. Thissection is student-led and will involve research and class presentations and discussions.Learning outcomes:By the end of this course, students should be able to:1. Critique identified contemporary curricula issues in education.2. Make informed decisions about curricula issues and offer appropriate advice toeducational planners and managers.3. Critique educational policies particularly those connected to the contemporary curriculaissues in education.4. Become reflective practitioners.Methods of Teaching/Delivery:The delivery of this course will take the form of interactive lectures, group discussions,individual and group projects, presentations and researchMode of Assessment:Course work:The coursework shall carry 40 marks.ExaminationThe written examination be marked out of 60 marks.The pass mark for this course is 60 percent.Reading/Reference Materials:This list is tentative as it will be built up further during the course. You are encouraged to lookfor journal articles especially of case studies to supplement your reading.AAUW. (2009). How schools shortchange girls: three perspectives on curriculum. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 214-236).New York: Routledge.22

Bishop, G. (1989). Alternative Strategies for Education. London: Macmillan.Bobbitt, F. (2009). Scientific method in curriculum-making. In D. J. Flinders & S. J. Thornton(Eds.), The curriculum studies reader (Third ed., pp. 15-21). New York: Taylor &Francis.Bourdieu, P. (1999). Principles for reflecting on the curriculum. In B. Moon & P. Murphy (Eds.),Curriculum in context (pp. 245-252). London: Paul Chapman Publishing Ltd.Bruner, J. (1999). Culture, mind, and education. In B. Moon & P. Murphy (Eds.), Curriculum incontext (pp. 148-178). London: Paul Chapman Publishing Ltd.Bruner, J. S. (2009). Man: a course of study. In D. J. Flinders & S. J. Thornton (Eds.), Thecurriculum studies reader (pp. 78-92). New York: Routledge.Hawes, H. (1979). Curriculum and Reality in African Primary Schools. Singapore:Longman.Kliebard, H. M. (2009). The rise of scientific curriculum-making and its aftermath. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 52-61).New York: Routledge.Lewis, T. (1999). Valid knowledge and the problem of practical arts curriculum. In B. Moon &P. Murphy (Eds.), Curriculum in context (pp. 130-147). London: Paul ChapmanPublishing Ltd.Mclntosh, P. (2009). Gender perspectives on educating for global citezenship. In D. J. Flinders &S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 385-398). New York:Routledge.Mirembe, R. (2001). Is schooling a risk? Gender, power relations and school culture in Uganda.Dender and Education, 13(4), 401-416.Mirembe, R. (2002). AIDS and democratic education in Uganda. Comparative Education, 38(3),291-302.Mirembe, R. (2006). Gender, AIDS and schooling in Uganda: a curriculum intervention. In F.Leach & C. Mitchell (Eds.), Combanting gender violence in and around schools (pp.217-225). Stroke on trent, UK and Sterling, USA: Trentham Books.Montessori, M. (2009). A critical consideration of the new pedagogy in its relation to modernscience. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Thirded., pp. 22-33). New York: Routledge Taylor & Francis Group.Radnor, H. A. (1994). Across the curriculum. New York: Cassell.Schwab, J. J. (2009). The practical: a language for curriculum. In D. J. Flinders & S. J. Thornton(Eds.), The curriculum studies reader (pp. 123-137). New York: Routledge.Silin, J. (2009). HIV/AIDS education: towards a collaborative curriculum. In D. J. Flinders & S.J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 245-266). New york:Routledge.Smith, D. G. (2009). Curriculum and Teaching face globalisation. In D. J. Flinders & S. J.Thornton (Eds.), The curriculum studies reader (Third ed., pp. 368-384). New York:Routledge.Thornton, S. J. (2009). Silence on Gays and Lesbians in social Studies curriculum. In D. J.Flinders & S. J. Thornton (Eds.), The curriculum studies reader (Third ed., pp. 362-367).New York: Routledge.23

ELECTIVES FOR SEMESTER 1LIT 7107:ORAL LITERATURECourse descriptionOral Literature is quite often studies as one of the genres of Literature. Elsewhere it may bestudied as one of the fields of folkloristics, that is, that study of folklore. Still to others, oralliterature is a discipline and has many different genres. This course will examine genre as anorganizing frame of performance, study, classification and analysis of oral literature. Byinvoking notions of performance, the course will highlight how performance shapes ourunderstanding of oral literature genres. Furthermore, the course will also attempt to relate thestudy of oral literature to contemporary issues in society.Course objectives(a) To introduce students to both fundamental and contemporary theories of oralliterature.(b) To enable students relate oral literature scholarship to contemporary realities andissues.(c) To equip students with skills for critical analysis of oral literature genres inperformance.Detail course curriculum1. Introduction to oral literature• Approaches to the study oral literature• Text, context and performance• Contemporary scholarship in oral literature2. Genres of oral literature• Folk narratives: myths, legends, folktales, fables, etc.• Poetic forms: Poetry, songs, music, meditation and chants.• Short forms: riddles, proverbs, sayings, tongue twisters, etc.3. Oral literature and contemporary issues• Thee relevance of oral literature in contemporary society• Oral literature and environmental concerns.• Oral literature and politics• Oral literature and gender issues.4. Research in oral literature• Collecting and documentation• Transcription and translation• Adaptation and oral materialMode of Delivery• Lectures• Seminar presentations24

Mode of Assessment• Course work and oral presentations will constitute 40%MaterialsBauman, Richard. Verbal Arts as Performance. Prospect Heights, IIIinois: Waveland Press,1977.Dundes, Alan, ed.. The study of Folklore. Englewood, N.J: Prentice Hall, 1965.. Interpreting Folklore. Bloomington, IN: Indiana University Press, 1980.Finnegan, Ruth. Oral Tradition and the Verbal Arts: A Guide to Research Practice. London:Routledge, 1992.Furniss, Graham. Orality: The Power of the Spoken Word. New York: Palgrave Macmillan,2004.Glasssie, Henry. The spirit of Folklore Art, New York: Harry N. Abrahams, 1995.Hymes, Dell. “In Vain I tried to tell you”: essay in Native American Ethnopoetics.Philadelphia: University of Pennsylvania Press, 1981.Lindfors, Bernth, ed. Forms of Folklore In Africa: Narrative, Poetic, Gnomic, Dramatic. Austin:University of Texas Press, 1977.Okpewho, Isidore. African Oral Literature: Backgrounds. Character and Continuity.Bloomington: Indiana UP, 1992, 1992.LLE 7102 LANGUAGE TEACHER EDUCATION AND DEVELOPMENT (Elective forMED LLE)LLE 7102 LANGUAGE TEACHER EDUCATION AND DEVELOPMENTCourse Leader:Learning OutcomesLearners will be able to:(i) critique and design curricula for pre- and in-service language teacher educationprogrammes;(ii) teach on pre- and in-service language teacher education programmes;(iii) write and evaluate materials for pre- and in-service language teacher educationprogrammes,(iv) assess the content knowledge and pedagogical and professional skills of teachers, and(v) evaluate teaching practices on language teacher education programmes.ObjectivesThe course is designed to equip learners with:(i) knowledge of intentions of language teacher education;(ii) knowledge of language teacher education trends in the Africa region and elsewhere;(iii) skills of critiquing educational reform for implications for language teachereducation;(iv) skills of selecting content for language teacher education;(v) skills of presenting curriculum for language teacher education programmes, and25

(vi)evaluating the performance of language tutors, materials and whole programmes inteacher education.ContentThe course will deal with teacher education (TE) policy and characteristics of language teachereducation (LTE) programmes in different countries and regions. It will tackle and contextualiseissues of knowledge, practical and professional elements of the language teacher preparation anddevelopment programmes. In separate language groups learners will also learn contentknowledge and pedagogical content knowledge relevant to their languages of interest.MethodsLecture, Seminar, Small group, DemonstrationCourse OutlineWeek Content/Activity1 Theoretical Issues in Teacher EducationDefinitions – education, training, developmentJustification for teacher educationWho becomes a teacher?Teacher characteristics, teacher qualification2 & 3 Teacher Education PolicyGovernance of TEPre- and in-service LTE curriculaCosts of language teacher demand and supplyEducational reform and LTE curriculaSocial Justice LTE curriculum4 Consciousness and Professionalism in LTChanging forms of LTE in Africa and EuropePre-service approachesLT PracticumLanguage teacher as professionalLanguage teacher personal approachesCollaborative LTE Research5 LTE Teaching and Examination SyllabusesRole players in primary and secondary languageand literature curriculum developmentThe college curriculumUniversity LTE curricula6 & 7 Continuous Professional DevelopmentMixed-mode in-service LTECPD for the college language tutorInstitutional-based CPD9 & 10 Developing Content Knowledge of English, Kiswahili,Luganda, Arabic, German, FrenchBantu languages, Proto Bantu, geographical spread ofBantu languages, the structure of Luganda, variations in26

11, 12 &13Bantu languages and implications for education anddevelopment,Structure of English, World Englishes, English inEducation, the English SyllabusPidgins & Creoles, Kiswahili in development, Kiswahilistructures, idioms and proverbs in KiswahiliArabic civilization, Arabic language structures, Arabicdialects, philology of ArabicDeveloping Pedagogical Content Knowledge forEnglish, Kiswahili, Luganda, Arabic, German, FrenchTraditional v. modern approaches to teaching English,development of English as second language, English assubject and as medium, reading in English, assessingattainment in English14 & 15 LTE Projects - English, Luganda, Kiswahili, German,French, Arabic16 & 17 ExaminationsMaterialsBarkley, E.F., Cross, K.P. & Major, C.H. (2005) Collaborative Learning Techniques, SanFransisco: Jossey BassLadefoged, P. et al. (1971) Languages in Uganda, London: Oxford University Press.International Journal of Educational DevelopmentJournal of Comparative EducationStuart, J., Acheampong, K. & Croft, A. (2009) Key Issues in Teacher Education. A Sourcebookfor Teacher Educators in Developing Countries, Oxford: Macmillan Education.Woods, P. (1989) Working for Teacher Development, Dereham: Peter Francis Publishers.AssessmentThis course will be assessed by coursework, marked out of 40%, and written examination,marked out of 60%. Coursework will consist of short written assignments and practical casebasedwriting activities. The latter will be assessed in part during seminar presentations of TEcurricula or its evaluation for specified contexts based on inquiry.LLE 7103 CLASSROOM CULTURES AND LANGUAGE PEDAGOGY (Elective forMED LLE)Course DescriptionThe course will explore the possible strategies that a teacher can take while handling largelanguage classes in the Ugandan secondary schools. With the advent of Universal SecondarySchools (USE) and privately owned schools, students in a single class seem to have no limit. Thecourse aims at guiding teachers and curriculum designers in probable ways of helping the teacherto be as effective as they would be just like in smaller classes.27

Learning OutcomesLearners will be able to:i) categorize the different classes numerically to decide on the class sizesii) critique the common opinions about large classes and give their own definitionsof large classes Vs. the Education policyiii) apply the suggested strategies/activities in a large language classiv) illustrateObjectivesThe course is styled to equip learners with:i) knowledge of the various categories of language classesii) competence for handling large classes effectivelyiii) various activities and materials that are useful in large classesiv) competence for designing own activities and materials outside the common onesContentLearners will be exposed to the various definitions of large classes and the government policy onclass sizes. They will be encouraged to give their own views about ideal language class sizes visavis the content and requirements of language as a subject. During the course learners will havedetailed exposure to the various activities and materials that can be used in language classes;they will study and analyse various language classes to get a clearer picture of the implications oflarge classes to the teacher of language.Teaching methodsLectures; Group/pair work; Seminar presentations and Demonstration and Peer ReviewingCourse OutlineWeek Content/Activity1 & 2 IntroductionsThe concept of large classesRelative concept with language ability variations3 Challenges of large language classesto the learnersto the teacherthe school managementthe content4 Nature of language as a subjecttime tabling (more lessons)daily assessment/evaluationlanguage of instructionexpansive content areadaily use of materialsrequires a large staff5 & 6 Advantages and Disadvantages of large language classesin relation to materials28

in relation to activitiesin relation to teacher preparationin relation to methods7 Reflections on government policy on class sizesprivate schoolsgovernment schoolsuniformity as opposed to school policy/targetsgovernment monitoring agenciesimplications of the thematic curriculumimplications of USE8 & 9 Possible strategies/activities of handling large language classesrevision and use of some primary approachesfor example: choral drills, songs, co-teachingother activities/strategies: dictation, group work, pair work, reorganizing the sitting arrangement, establishing permanent groups,dictogloss, shifting the class, „working together‟, games, contests,establishing clear rules, etc10 Language materials in large classesuse of flash cards (cheapest?)the visual, audioobjects from the environmentpictures, graphs, handoutsN11 Seminar presentationsseminar areas/topics to be distributed by the course leaderlearners present to the class and department staff as allocated by thecourse leader12 & 13 Practical observationslearners are assigned language classes in selected schoolscourse leader assigns role/guideline for the observationpresentations are made to the class and members of the department14 & 15 Preparing to teach large language classeslesson plansschemes of workdepartmental syllabus/guideconclusions16 & 17 End of Semester ExaminationsMaterialsD Hall & A Hewings (2001) Innovation in English Language Teaching: a reader, New York:PergamonJoanna Baker & Heather Westrup (2000) The English Language Teacher‟s Handbook: how toteach large classes, Continuum International Publishing GroupEli Hinkel, (2005) Handbook of research in second language teaching and learning, Routledge29

LLE 7105 ANALYSIS AND INTERPRETATION OF TEXT (Elective for MED LLE)Course DescriptionThis course is designed for learners‟ critical engagement with texts for their appreciation of theauthors‟ context and experiences therein and their value for message to society. It will teach keyresearch undertakings and findings on the aspect of text and discourse and their value forlanguage education development. Based on literary theory, it aims at emphasising not only thewealth and currency of literary knowledge but also of the significance for use. It is orientedtoward the goal of enabling the learner to critique text for its aesthetic and ethical value.Learning OutcomesThe learner will be able to:(i) demonstrate an understanding of the significance of selected literary theory in theanalysis of text;(ii) apply various relevant theory to different texts, and(iii) analyse and make sense of a wide range of texts by different authors from differentregions and time settings.ObjectivesThe course will equip the learner with:(i) knowledge of literary theory;(ii) knowledge of the contribution of criticism to the art industry;(iii) skills of critiquing text at the discrete and the global level, and(iv) critique the value of different theories for classroom practice in teaching literature.ContentLearners will critique practices in the teaching of literary skills. They will study the applicationof literary theory to the classroom and teacher education practice. They will study approaches toand techniques for creating and recreating texts in various genres and survey the practicalchallenges of developing reading-writing cultures in school and community. The practicalcomponent will involve compilation of documented sources of data on literary cultures in aselected language or a teaching issue and the key implications for their own work context.Teaching Approaches and Methods(i) Brain storming(ii) Discussion(iii) Case Study(iv) Small group(v) Seminar(vi) WorkshopCourse Outline30

MaterialsWeek Content/Activity1 & 2 Making Literature Accessible to Young and Older ReadersLiterature-based curriculumReading resourcesIndividual choices, shared choices3 Recreating TextsDefining textMeanings and imagesReaders‟ activityTeachers‟ roles4 Reader Response Theories5 Responding to NarrativeReflection, receptionBecoming the writerMisreading, misinterpretation6 Responding to DramaVisualising the textSub-textingValidity in reading dialogue7 Responding to PoetryComprehensionCriticismDiscrimination8 Textual Semiotics9 & 10 Deconstruction11 Feminist Theories12 Marxist Theories13 Psychoanalytical Criticism15 Dependent Authorship – Writing from ReadingImaginationReconstructionExtending the text16 & Examinations17Arnott, D.W. & Maun, W.M. (1974) African Language Studies XV, London: Luzac CompanyLtd.Barnet, S. et al (2000) Literature for Composition. Essays, Fiction, Poetry, and Drama, FifthEdition, New Jersey: Prentice Hall.Buchbinder, D. (1991) Contemporary Literary Theory, Melbourne: The Macmillan CompanyCroft, S. & Cross, H. (1997) Literature, Criticism and Style, Oxford: Oxford University Press.Corcoran, B. & Evans, E. (Ed.) (1987) Readers, Texts, Teachers, New Jersey: Boynton/CookPublishers.31

Davis & Schleifer (1989) Contemporary Literary Criticism, London: LongmanGoldstein, J.M. & Johnson, B. (2002) Voices and Values. A Reader for Writers. Instructor‟sEdition, New Jersey: Townsend Press.Kawere, E.N.K. & Mpalanyi, S. (1997) Ebiyiiye Eby‟entununsi, Kampala: Nets PublishersKawere, E.N.K. ( 1991) Omuzimu gwa Kazooba, Kampala: Nets PublishersKeesey, D. (1994) Contexts for Criticism, Mountain View: Mayfield Publishing Company.Kiyingi, W. (1995) Gwosussa Emmwanyi, Kampala: Luganda Consultancy BureauLather, P. (1991) Getting smart: Feminist research and the post-modern pedagogy, New York:Routledge.Lunzer, E. & Gardner, K. (1984) Learning from the Written Word, Edinburgh: Oliver & Boyd.Protherough, R. (1983) Developing Response to Fiction, Milton Keynes & Philadelphia: OpenUniversity Press.Ssenkubuge, C.J. (1993) Omunaala, Kampala: Luganda Consultancy BureauAssessmentLearning on this course will be assessed by coursework, marked out of 40%, and writtenexamination, marked out of 60%. Coursework will consist of both short written assignments andseminar presentations which will be assessed in class.MELL 7106 Language Course Design, Management and EvaluationCourse DescriptionThis course in curricular matters is based on observation of gaps in teachers‟ and othereducators‟ knowledge of essentials in language course design and development and theirimplications for the development of language skills. Its overall aim is to groom languagecurriculum leadership through (i) exposing learners to historical and contemporary curriculartheory and (ii) practising them in the development, review and evaluation of language courses.Thus the course targets the development of critical-analytical practice, through practical handsonteaching and learners‟ understanding of the forces that combine to influence choice oflanguage learning content, the approaches to teaching it, and the yardsticks for evaluating itsdelivery.Learning OutcomesThe learner is expected to demonstrate ability to:(i) design appropriate language courses for educational and other teaching and traininginstitutions;(ii) advise clients on the development of language courses for specified groups oflearners;(iii) oversee the implementation of language courses in specified educational and othertraining programmes, and(iv) evaluate the performance of courses in specified language teaching contexts.ObjectivesThis course will equip the learner with skills to:32

(i)(ii)(iii)(iv)(v)(vi)critique stakeholder expectations of the outcomes of language teaching and trainingprogrammesassess the learning needs of target language programme beneficiariescollect and analyse contextual data to inform language course designdesign language teaching/learning curriculamanipulate educational and other resources for effective delivery of languagecurriculadesign, use and interpret language curriculum evaluation materialsContentLearners will study selected language theories as well as curricula theory and their philosophiesand challenges. They will search for and analyse the expectations of key stakeholders in selectedlanguage teaching settings and their implications for content and design. They will study theprocess of establishing language courses in different educational programmes, examine thefacilitating factors and the hindrances, and discuss suitable approaches to effective managementof courses and entire programmes. Learners will also identify and evaluate selected courses forprimary, secondary and tertiary grades, and critique their own and others‟ evaluation.Teaching Approaches and MethodsLectureSeminarSmall groupCourse OutlineWeek Content/Activity1 Language Theory and ResearchCurriculum Theory and ResearchLanguage acquisition and its implications for course designWhat curriculum is and what it isn‟tTheories of effective language curriculum2 & 3 Situational Analysis & Needs AssessmentSocietal expectations for language learning in formalprogrammesCompetence weighted needsRelevance weighted wantsWashback from language exams4 Goal-oriented Language Course DesignCommunicative syllabus designInteractive Approaches5 & 6 Social Justice Language Education ApproachesQuality in our schools and othersDetermining value for future citizenshipBottom-down and Top-down valuesEmpowering teachers for curriculum leadership7 Integrating Language and Literature Teaching33

Textual semiotics in literature teachingUsing literature in the language classroomTexts, teachers and learners; What readers do to texts; How textsaffect readers8 Language Curriculum Interpretation and SupervisionThe curriculum leader‟s roles and responsibilitiesTeachers as gatekeeper implementersSupport supervision for language and literature programmesMentoring and coaching curriculum implementers9 & 10 Stages in Language Curriculum and Syllabus DevelopmentDefinition of language competencesDefining language and linguistic outcomesSelecting, grading and sequencing language contentDeveloping guidelines for language learning assessment11 Mobilising Resources for Language and Literature CoursesIdentifying textbook and non-textbook instructional materialsVetting materials for curriculum grade levels11, 12&13Language Course Review and EvaluationJustification for curriculum review and revisionTheoretical underpinningsPractices in language curriculum reviewReview of primary, secondary and tertiary courses in Uganda14 & 15 Designing, Implementing and Evaluating Language and LiteratureTeaching ProjectsLanguage project designClass and school literary cultureCase studies16 &17 ExaminationsMaterialsApple, M.W. (1979) Ideology and Curriculum, Boston: RoutledgeDickinson, P. (2010) “Developments in English”, in S. Clarke, P. Dickinson & J. Westbrook(Eds.) The Complete Guide to Becoming an English Teacher, London, Thousand Oaks, NewDheli, Singapore: SAGE Publications.Hargreaves, A. (1988) “Teaching Quality: a sociological analysis”, in Journal of CurriculumStudies, 20, 3, 211-23.Henderson, J.G. & Gornik, R. (2007) Transformative Curriculum Leadership, Third Edition,New Jersey: Pearson EducationHenderson, J.G. & Kesson, K.R. (2004) Curriculum Wisdom: Educational Decisions inDemocratic Societies, New Jersey: Merrill/Prentice Hall.34

Journal of Language, Culture and CurriculumKiswahili Katika Karne ya Ishirini na Moja(2004) Mkhone Ar Chuwa TukiMunby (1978) Communicative Syllabus Design, Cambridge: Cambridge University PressPinar, W.F., Reynolds, W.M., Slattery P., & Taubman, P.M. (1995) Understanding Curriculum:An Introduction to the Study of Historical and Contemporary Curriculum Discourses, New York:LangRepublic of Uganda (1992) Government White Paper on Education, KampalaTanner, D. & Tanner, L. (2007) Curriculum Development. Theory into Practice. Fourth Edition,New Jersey: Merrill/Prentice Hall.AssessmentLearning on this course will be assessed by coursework, marked out of 40%, and writtenexamination, marked out of 60. Coursework will consist of both short written assignments andpractical case-based problem-solving activities. Part of the coursework assessment will beconducted during seminar presentations following research by small groups.Description for Courses offered in the Institute of Languages and theDepartment of Literature (Details in the respective departments)ALM 7106: Materials Development and Production in African LanguagesIntroduction: definition and Scope: varieties of linguistic materials; materials and the developerscommunity: exploring and exploiting existing resource: general sources, primary sources,secondary sources: use of libraries, archival and exploring information technology; writingmaterials for specific purposes: listening and speaking materials, guided reading materials,instructional materials, textbook writing; manuscripts management, editing and proof-reading;incentives to produce writing; integration: modern multi-medial materials; administeringmaterial development; co-operation and co-ordination in material development.ALM 7107: Policy Development for African LanguagesState ideologies and language: African political ideologies, African socialism, the nationalcultures; the national languages challenge, types and efficacy, factors that influence selection; asurvey of the language policies of a cross-section of African states, bottlenecks in theimplementation of language policies; in-depth analysis of the history and development of thelanguage policy of one African state.Lit 7104: The African NovelCourse Objectives35

(i)(ii)(iii)To provide a survey of the major currents in the development of the African novelfrom its beginnings to the present.To make an in-depth analysis of representative novels from different region of Africaand from different historical periodsEvaluation of critical approaches to the African novelCourse Description• Examination of influences from local oral traditions• Examination of influences from European literary traditions• Analysis of the historical, political and sociological factors that shape the writer‟s wordof view.• Analysis of themes and styles and how they reflect the writers‟ ideological viewExpected OutcomesBy the end of the course students should have a clear overview of the diverse influence that haveshaped the African Novel. Students should have developed a capacity to analysis, categorize andgroup the works of major novelists from the different region of the continent.Detailed CurriculumThe portray of African and Africans in 18 th , 19 th and 20 th century European Literature. The riseof African nationalism and the rebuttal against the colonial image of Africa. African novelistsstruggle against the colonial value systemRace, Religion and Gender issues in the African NovelIdentifying the distinctive contribution of major women novelists.Mode of DeliveryLectures and SeminarsMode of AssessmentCoursework will carry 40%Final Exams will carry 60%Provisional Reading ListThe Colonial Encounter:Stanlake Samkange:Chinua AchebeAfrican ResistanceNgugi wa Thiong‟oSembene OusmaneOn trial for my countryArrow of GodA Grain o WheatGods Bits of WoodWhite and Asian African Experience:Shaun Johnson:Native CommissionerPeter Nazareth:In a Brown MantleFemale Voices:36

Marian Ba:Ama Ata Aido:Post-Colonial Disillusionment:Meja Mwangi:Moses Isegawa:So Long a LetterChangesGift BoyAbyssinian ChronielesEDF 7201 ADVANCED STUDIES IN EDUCATIONAL FOUNDATIONS (Core for AllMED students at SoE)Course Description:Clear understanding of educational issues requires a holistic analysis of educational policies andpractices. Advanced Studies in Educational Foundations Course Unit offered by the Departmentof Education Foundations, School of Education is one such course that enables students toanalyze educational issues from Historical, Sociological, Administrative, Economical,Philosophical and Ethical perspectives. In addition students understanding are broadened throughexamination of Comparative and International issues that have bearing on Education Systems.Course Objectives:This course should enable students to:Examine sociological issues and problems in Education Institutions.Explore the changing trends in/of education post colonial Uganda.Explain the main policies that have influenced educational practices since independence.Expose students to / explain moral and ethical issues in education.Analyze the relationship between education and development.Critically analyze and evaluate educational reforms in different systems of education.Expose students to relevant theories, styles and principles of educational administration,policy and management.Course OutlineContemporary Sociological issues in education.Post independent educational policies and practices (Reports of 1963, 1964, 1970, 1989,2008)Educational problem from the economics point of view.Educational leadership, administration and management.Ethical issues in education (moral issues, child rights and human rights).Education and development.Comparative Educational Reforms.Language of instruction in schools and challengesEquity and equality issues in education (Gender, Minority, inclusive education)37

Critical thinking skills (definition, identifying arguments, recognizing underlyingassumptions)References:Brock-Utne, Birgit (2000). Whose Education for All? The Recolonization of the African Mind?New York: Falmer Press.Chandan, J.S. (2004). Management Theory and Practice. New Delhi: Vikas Publishing House.Chew, S. C. and Denmark, R.A. (1996). On Development and Underdevelopment. In: Chew,S.C. and Denmark, R.A. (eds.).The Underdevelopment of Development. Thousand Oaks:Sage Publications (pp. 1-16).Combs P.H. (1985) The World Crisis in Education: A View from the Eighties.Costley Dan L. & Todd Ralph. 1983. Human Relations in Organization. West PublishingCompany New York.Educational Reports (Castles Report, 1963, 1964 Education Act, 1970 Education Act, 2008Education Act).Government of Uganda, (1992). Government White Paper. Education for National Integrationand Development. Kampala: Government of Uganda.Ingemar, Fagerlind and Saha J. Lawrence (1989). Education and National Development: A ComparativePerspective. 2 nd Edition. London: Butterworth-Heinemann.Korublum W & Julian . J (1999). Social Problems: Instructional Manual. New Jersey: Prentice Hall.Larrain J. (1992), Theories of DevelopmentMullins, L. J. (2002). Management and Organizational Behavior. London: Prentice Hall.Psacharopolous G & Woodhal Maureen (1985). Education for Development: An Analysis ofInvestment Choices. Washington D.C: World Bank.Okumbe, J.A (1998). Educational Management: Theory and Practice. Nairobi: NairobiUniversity Press.Okurut, H.E. (1999). Economics of Education. Kampala: Department of Distance Education.Makerere University.Schultz T. W. (1963). The Economic Value of Education. Columbia University.Ssekamwa J. C. (2000). History and Development of Education in Uganda Fountain PublishersWatson T. & Furley, O. W. (1978). A History of Education in East Africa. NOKPublisherWeinberg C (1989). Education and Social Problem. New York: Free Press.Woodhall, M. (1987). Cost Analysis in Education. In G. Psacharopoulos, Economics ofEducation: Research and Studies. New: Pergamon PressLLE 7201 ASSESSING LANGUAGE AND LITERARY COMPETENCES (Core for AllMED LLE)Learning Outcomes38

Learners will be able to:ii. hypothesise competences for language and literature teachingiii. define performance indicators for the language artsiv. write assessment items for languages of interestv. conduct assessment activities for language classesvi. evaluate language and literature assessment toolsObjectivesThe course should equip learners withii. knowledge about basics in assessmentiii. knowledge about quality in assessment practiceiv. skills of writing assessment itemsv. skills of designing assessment toolsContentThe course will include assessment basics such as validity, reliability; language assessmentmodes and test types. Through practical sessions it will expose the learner to steps in thedevelopment and evaluation of language and literature assessment items and tools. Learners willbe required to critique current tools and practice and produce some tools for defined grade levelsand teaching/learning contexts.Teaching MethodsLecture; Small groups; Workshop, Seminar seriesCourse OutlineWeek Content/Activity1 Defining AssessmentReal assessmentPseudo assessmentZone of Proximal Difference (ZPD)2 Justification for Language AssessmentMonitoring language performanceMotivation for language learning and practiceProblem identificationGrading learner achievementAppraisal of teaching approaches, methods, resourcesFeedback to stakeholder3 & 4 Quality in AssessmentValidityReliabilityScopeSpecificationLevel of difficultyAppropriateness39

5 & 6 Critique of Assessment PracticesCurrent language and literature assessment activitiesSample assessment toolsChallenges, threats, abuse7 Discrete-point v. Integrative Approaches and TechniquesCloze test, Gap filling test, Multiple-choice, Alternativeobjective, Ordering task, Dichotomous items;C-test, Cloze elide test, Short answer test, Free-recall test,Summary, Information- transfer techniques8 & 9 Assessing reading sub-skillsReading Assessment ResearchAssessing phonological awarenessAssessing phonemic awarenessAssessing syllabic awarenessAssessing word recognitionAssessing reading speedAssessing syntactical abilityAssessing comprehension10 &1112 &13Assessing speakingTheoretical modelsThe nature of speaking and factors of assessmentSpeaking tasksTest specificationsValidity & reliabilityAssessing WritingProcess and Product of writing14 Assessing learning achievement15 Reporting and using language assessment resultsWashback effect16 & Examinations17MaterialsAlderson, J.C. (2000) Assessing Reading, Cambridge: Cambridge University Press.Hughes, A. (1989) Testing for Language Teachers, Cambridge: Cambridge University Press.Luoma, S. (2004) Assessing Speaking, Cambridge: Cambridge University Press.Norris, J.M. et al (1998) Designing Second Language Performance Assessments, Honolulu:University of Hawai‟iPhillips, J. (1991) Handbook of Training Evaluation and Measurement Methods, London: KoganPage Ltd.Weigle, S.C. (2002) Assessing Writing, Cambridge: Cambridge University Press.40

AssessmentCourse assessment will be conducted by coursework, contributing 40% of the final mark, andwritten examination, marked out of 60%. Coursework will consist of practical exercisesinvolving the assessment of selected aspects of language learning. Learners will presentassessment portfolios following guidelines.LLE 7202 SUPERVISION AND INSPECTION OF LANGUAGE AND LITERATURETEACHING PROGRAMMES (Core for All MED LLE)Learning OutcomesLearners will be able to:(i) define standards for language and literature teaching;(ii) provide support supervision for language and literature teachers;(iii) assess classroom teaching of language and literature at all educational levels;(iv) recommend practices for language and literature teaching in specified contexts.ObjectivesThe course intended to equip learners with:(i) knowledge of referentials for quality in language education;(ii) knowledge of principles and practices in supervision and inspection of language andliterature teaching programmes;(iii) knowledge of the qualities of an effective inspector;(iv) knowledge of the philosophy of integrative language teaching approaches;(v) knowledge of communicative language teaching methodologies;(vi) skills of assessing classroom methodology;(vii) skills of analysing teaching-learning contexts;(viii) skills of mentoring language teachers and in-school supervisors, and(ix) skills of reporting assessment.ContentIn this course, learners will be exposed to the theory of inspection in general and its applicationin language education before they go on to practice supervision and inspection of languageteachers in schools and colleges. They will learn how to conduct inspection and supportsupervision of teachers for strengthening their capacity to deliver language curricula at differentgrade levels in the school system. They will also learn how to produce, present and influenceplough back of inspection reports into school language and literature programmes. Coursepracticals will be conducted in demonstration and college schools and teachers colleges as part ofuniversity-school collaboration projects.MethodsLectures; Seminar; Demonstration, Tutorials Project work, Group and Peer Discussions.Course OutlineWeekContent/Activity41

1 Quality in EducationParameters - non-formal v. formal educationEducation, language and cultureDefining inspection, supervisionCommitment to client2 & 3 Standards in language and literature teachingLanguage standardsCurrency of language normsHolistic approaches to language teachingInternational trends and events as contexts4 Evaluation of Language Programme EfficiencyAims, processes, goals, productsMeasure in language teaching performanceSustainability of language standards5 & 6 Measuring Quality of Language TeachingOperationalising school and teachers‟ goals againstnational goalsDeveloping measuring toolsDefining qualitative aspects7 & 8 ApplicationsLanguage curricula interpretation andimplementationIn-school supervisionSchool leader feedback to teachersExternal supervision of language teachersThe language inspector in the classroomThe language inspectors‟ report to educationauthority9 & 10 Observation in the language classroomTeacher knowledge, understanding and practiceLearner behaviour – autonomy, supportiveinterdependenceTeacher talk, learner talkLearning activity – organisation; language use andlearning; levels of cooperation, collaboration;outcomesObjectivity, subjectivity11 & 12 Improving language teachingColleagial interpretation of supervision andinspection reportsReflective inquiry in language teachingAction research in the language classroom13, 14 &15Inspection and supervision in schools and colleges;reporting; conferences42

16 & 17 ExaminationsMaterials1. Bruner, J.S. (1960) The Process of Education2. Schulter, M. (2006) Education and Culture, Vol. 15, # 33. Vygotsky, L.S. (1978) Mind in SocietyAssessmentThe course will be assessed by coursework, contributing 40% of the final mark, and writtenexamination, marked out of 60%. Coursework will consist of practical exercises in classroomobservation of peers during peer teaching sessions, and school-based supervision and inspectionfollowed by formal reports.ELECTIVES FOR 2 ND SEMESTERLLE 7203 LANGUAGE AND LITERATURE RESOURCE DEVELOPMENT ANDMANAGEMENTLearning OutcomesLearners will be able to:(i) select appropriate instructional materials for specified learner groups;(ii) grade instructional materials for language and literature classes;(iii) select and sequence language content in language and literature instructional materials;(iv) critique and select cultural content for language and literature instructional materials;(v) identify language learning theories underlying the content and design of instructionalmaterials;(vi) identify the language teaching approaches underlying the design of instructionalmaterials;(vii) use language and literature instructional materials effectively;(viii) assess effectiveness of instructional materials design, and(ix) evaluate practitioners‟ use of teaching and learning materials.ObjectivesThe course will equip learners with:(i) knowledge of principles of course materials design;(ii) knowledge of elements of course materials content and design;(iii) skills of designing course materials;(iv) skills of evaluating the content and design of instructional materials, and(v) skills of evaluating use of instructional materialsContentCourse content will include theoretical issues around the goals of literature and languageteaching, theories of language learning and factors of language use in context, literary theory andlanguage teaching approaches. Learners will also be taught how to select and sequence languageand cultural content in materials targeting specified learner groups. They will learn how to43

critique the value of materials and how to develop materials for language and literatureinstruction.Teaching MethodsLectureSmall groupWorkshopCourse StructureWeek Content/Activity1 Language Development Theory2 Topology of Instructional Materials AvailabilityType - range, quality, source3 NeedContext of needPurposeAudience characteristics – age, learning and achievementbackground, interest, goals4 & 5 Materials Development INeeds analysisContent selectionGrading contentSequencing contentIllustration6 & 7 Materials Development IICultural contentLanguage contentModes of presentationTeacher proofing8 & 9 UseSelectionClassroom exercisesExtension of learningIntegrating materials10 & 11 Materials for mother tongue classesLanguage, thought and cultureLearners‟ linguistic resourcesMaterial and content resourcesIllustrating texts12 & 13 Second- and foreign language teaching materialsPragmaticsInterlanguageWriting from talkLearner autonomy, self-direction44

14 & 15 Evaluating MaterialsTarget audiencePurposeContent – language knowledge, skills, cultural contextPresentation16 & 17 ExaminationsMaterials1. Alice, M. (2006) Isimu Jamii: na Aswani Buliba Kimani Njogu, The Jomo KenyattaFoundation2. Fasold, R. (1984) The Sociolinguistics of Society, New York: Blackwell Publishers.3. Fishman, J.A. (1988) The Sociology of Language, Massachusettes: Newbury House -Rowley4. Moulton, J. (1997) How do Teachers Use Textbooks? A Review of the Literature. U.S.Agency for International Development.AssessmentThe course will be assessed by coursework, contributing 40% of the final mark, and writtenexamination, marked out of 60%. Coursework will consist of both short written assignments andpractical case-based materials development and/or evaluation activities. The latter will bepresented as individual or group tasks and be assessed by the whole class in an interactiveapplication of agreed assessment guidelines.LLE 7204 TEACHING SPEAKING AND LISTENING SKILLS TO ADULT LEARNERSCourse DescriptionThis course is designed to introduce the student to advanced speaking and listening skills inlanguage education. It is intended to equip the student with theoretical knowledge and skillsconcerning the two primary language skills.Learning outcomesLearners will be able to:(i) analySe theoretical underpinnings that influence the speaking and listening skills(ii) teach the skills of listening across grade levels(iii) teach the skills of speaking across grade levels and(iv) develop speaking programmes is defined contexts.ObjectivesThe course is designed to equip learners with:(i) advanced knowledge of speaking and listening(ii) skills are developing speaking and listening programmes for various educationallevels.(iii) Skills of teaching the two skills in tertiary institutions45

(iv)Competencies for selecting, grading and developing, speaking and listeninginstructional materials.Teaching methods• Lecture; Small group; Seminar, Workshop, ProjectCourse outlineWeek Content / Activity1-234 – 567 – 88 – 910Theory and Research about speaking• The Neurobiological theory• Language acquisition methods• Relationship between speaking and other language skills• First language v/s second and foreign language• Development of the speaking skills in school• Whole school speaking programmesAdvanced stages in the development of the speaking skillsDevelopment of the speaking skills in primary grades• Phonological skills• Morphological skills• Syntactical awareness• Vocabulary skills• Listening comprehensionDevelopment of the speaking skills in secondary grades• Voice quality and effective communication• Word diction• Connected speech• Expressive devices• Lexis and grammarSchool and community speaking programmes• Speaking for functional purposes• Developing speaking programmes• Assessing and evaluating speaking programmesTheory and research of listening skills• Recognition, selection and short term memory• Relationship between listening and other language skills• Listening in the context of first and second languageThe sub skills of listening• Sound recognition / awareness• Sound Processing46

Stages in the development of the listening skills• Extensive listening• Intensive listening11121314 & 1516 & 17Materials for teaching the listening skills and their development• Audio materials• Audio-visual materials• Visual materialsTeaching listening in mother tongue classes• Application of language theories-cognition• Language, though and culture• ComprehensionTeaching listening to second and foreign language speakers• Theories of second/foreign language teaching• Sound recognition• Error analysis• Meta-languageGroup Project and presentationDeveloping programmes and activities for listening in first, second andforeign languagesExaminationsMaterials1. Biber, D, Johansson, S, Leech, G: Conrad, S. & Rinegan, E. (1990). Longman Grammarof Spoken and Written English London: Pearson2. Bygate, M. (1987). Speaking. Oxford: Oxford University Press3. Carter, R & Mc Carthy, M. (eds). (1988) Vocabulary and Language Teaching. London:Pearson4. Hopt, T.S. et al. (1995). Does self-help materials work? Testing a manual designed tohelp trainers construct public speaking apprehension reduction workshop.Communication research reports (Fairfax, VA) vol. 12, p. 34-38.5. Jensen, J.M. (1993). What do we know about writing of elementary school children?Language Arts (Urbana, IL), vol. 70. p 290-946. MC Dowell, J& Stevens, S. (1990). Basic listening: Edinburgh: Thomas Wilson & sonsLtd.7. Oxford, R. (1997). Co-operative learning, Collaborative learning and Interaction: threecommunicative strands in the language classroom. Modern Language Journal (Madison,WI) vol. 81, no. 4, p. 443-56.8. Ridgeway, T. (2000). Listening Strategies – I beg your pardon? ELT Journal, Vol. 54,No. 2.9. Stern, H.H. (1983). Fundamental concepts of language teaching. Oxford UniversityPress.47

10. Ur, P. (1996). A Course in Language Teaching. Cambridge: Cambridge11. Van Lier, L. (1996). Interaction in the Language Curriculum. New York, NY: Longman.LLE 7205 DEVELOPING LANGUAGE AND LITERATURE COURSES FORYOUNG LEARNERSCourse Description:This course is intended to introduce students to the various issues in Children‟s Literature in thecontext of pre-primary, primary and secondary school education. Focus is on the underlyingtheoretical concepts and issues, close study of selected works and practical classroomimplications.Learning OutcomesLearners will be able to:i) enjoy and analyze literature for childrenii) research the background, history and cultural context of children‟s literatureiii) analyze the reading interests of childreniv) analyze the reading interests encouraged by teachers and parentsv) discuss and experiment with the art of storytellingvi) evaluate the style and illustrations of contemporary picture book illustratorsvii) develop projects for children‟s reading and writing, drama and pictorialrepresentation of ideasviii) examine the role of children‟s literature in child developmentObjectivesThe course is styled to equip learners with:ix) knowledge of the historical and cultural contexts of children‟s literaturex) understanding of the meaning and function of children‟s literaturexi) competences for designing literature projects for childrenxii) understanding of the progression of traditional fairy tales into the 21st centuryContentLearners will review documented and otherwise held knowledge of children‟s literature andexamine its place in the school curriculum. The course will examine the criteria for selectingand developing literature for young learners. Discussion topics will explore age levels, valuestaught through literature and artistic qualities. Pedagogic strategies appropriate for younglearners will be discussed in detail. Emphasis will be placed on the requirement for children‟sliterature to be taught and learnt with enjoyment. The course leader will suggest at least ten textsand above for reference on the course.Teaching methodsLecture and Seminar presentations48

DemonstrationClass discussionsWorkshopCourse OutlineWeek Content/Activity1 ,2, 3 Introduction: getting re-acquaintedHistorical overview of children‟s literatureThe nature of children‟s literatureSub-genres of children‟s literatureMulticulturalism and diversity in children‟s literatureMeaning and role of children‟s literatureAims of teaching children‟s literature4 Representation of Literary elements: Character (Readings)Analyzing characters in young learners‟ literatureImprovising activities to analyze characterMaterials for illustrating character in children‟s literaturePedagogical strategies for discussing young characters for younglearners5 Representation of Literary elements: Plot (Readings)Evaluating the short plot span and its advantagesCreating plots for young learnersDiagramming the plot6 Representation of Literary elements: Setting (Readings)Children‟s space/worldNatural world: the lake, the mountains, the forest, the plainsDomesticated world: the home, the school, the town, the villageFictitious world: space,7 Representation of Literary elements: Themes and style (Readings)The moral issuesModern concerns: beauty, sex roles,Symbolism, sound play, songs, repetitions8 Selecting books for young learnersSelection criteriaBooks for the very youngBooks for young adultsIllustrated materialsCreating illustrations in children‟s literature9 & 10 Variety in children’s literatureModern fantasyHistorical fictionRealistic fictionScience fiction49

Mythological fiction11 Identity of roles in children’s literature: good vs. evilGender representationsThe role of girlsThe role and place of boysThe absent/present father figureThe nurturing/inhuman female figureThe beast, the ogre, the clever spider, the hare, the hyena12 Pedagogical contentBasic materials for a children‟s literature classActivities of teaching children‟s literaturePreparing schemes of work for children‟s literatureLesson notes and plans for children‟s literature classesThe role of the teacher and the learner13 & 14 Case studies and Projects15 Seminar Presentations16 & 17 ExaminationsAvery, Gillian. 1965. Nineteenth Century Children: Heroes and Heroines in English Children'sStories 1780–1900. London: Hodder and Stoughton.Avery, Gillian. 1994. Behold the Child: American Children and Their Books. Baltimore: JohnsHopkins University Press.Bader, Barbara. 1976. American Picturebooks from Noah's Ark to the Beast Within. New York:Macmillan.Carpenter, Humphrey, and Mari Prichard, (Eds.) 1984. The Oxford Companion to Children'sLiterature. Oxford, UK: Oxford University Press.Darton, F. J. Harvey. 1932. Children's Books in England: Five Centuries of Social Life.Cambridge, UK: Cambridge University Press.Green, Roger Lancelyn. 1964. Tellers of Tales: British Authors of Children's Books from 1800to 1964. New York: Franklin Watts.Hunt, Peter, ed. 1995. Children's Literature: An Illustrated History. New York: OxfordUniversity Press.Hunt, Peter, ed. 1996. Intentional Companion Encyclopedia of Children's Literature. New York:Routledge.Hürlimann, Bettina. 1959. Three Centuries of Children's Books in Europe. Trans. and ed. BrianAlderson. Cleveland, OH: World Publishing Company.50

Jackson, Mary V. 1989. Engines of Instruction, Mischief, and Magic: Children's Literature inEngland from Its Beginning to 1839. Lincoln: University of Nebraska Press.Karin, L. 2004. Children‟s Literature: New Approaches. Basingstoke: Palgrave.Muir, Percy. 1954. English Children's Books. London: B.T. Batsford.Silvey, Anita, ed. 1995. Children's Books and Their Creators. Boston: Houghton Mifflin.Thwaite, Mary F. 1963. From Primer to Pleasure in Reading. Boston: The Horn Book.Townsend, John Rowe. 1974. Written for Children: An Outline of English-Language Children'sLiterature. New York: J. B. Lippincott.Watson, Victor, ed. 2001. The Cambridge Guide to Children's Books in English. Cambridge,UK: Cambridge University Press.LLE 7206: INTEGRATING ORAL LITERATURE IN SCHOOL CURRICULACourse Description:Oral Literature is one ligament of literature that is currently finding its place in the secondaryschool curriculum. This course aims at designing possible ways in which oral literature can fitwithin the structure of the curriculum while at the same time maintaining its major characteristicof performance. The National Curriculum Development Centre released a literature curriculumin 2009 and suggested that oral literature is one of the components of literature that could betaught in the lower secondary grades. This course reflects on this development and it involves thebasics of oral literature and its sustainability in a multilingual classroom.Learning OutcomesLearners will be able to:i) conduct research in oral literatureii) select and design oral literature texts to use in different gradesiii) integrate oral literature in the language and other literature classesiv) make collections of various oral literature texts for reference purposesv) applyObjectivesThis course will equip learners with:i) more knowledge about oral literatureii) the ability to teach oral literature at various secondary school levelsiii) skills to critique oral literature texts visa vis the needs/background of the learnersiv) ability to teach oral literature without losing the core features like performancev) performance skills …..ContentLearners will revise the nature of oral literature and discuss its importance in the secondaryschool curriculum. The secondary school syllabus will provide the basis of fitting oral literature51

within the school structure. The learners will be required to carry out field work research to findthe sources of oral literature and the nature of its performance. The various uses of oral literaturein the language classroom will be discussed in detail.Teaching Approaches and MethodsBrain stormingLectureCase studyField researchSeminar/workshopCourse OutlineWeek Content/activity1& 2 Reviewing the nature of Oral Literatureworking definitionsOral narrativesOral poetryShort forms/brief genresValues of oral tradition to the learners3 & 4 Oral Literature in the Lower GradesChoice of content/textsStyle of presentationClassroom performancesThe ethical concerns for the young adultsNCDC aims and interestsImprovising for the lower classes5 The dynamic nature of oral literature and the classroomchallengesNeed for spaceInstruments/accompaniments/costumesThe modern/urban childLarge classesLearners‟/teacher‟s attitudeSchool programmes/timetablingSchool set up6 Teacher’s and learners’ role in the collecting/compilingoral literature texts for the classroomIdentifying the sources of informationCatering for the diverse culturesDesigning the strategies of collectionPractical involvement in data collection7 Philosophical beliefs vs. ‘Modern’ thinkingPopular oral literatureAdaptations of oral tradition by modern artistsStudents‟ own interest52

Local oral literature vs. foreign oral literatureScientific culture vs. oral literature8 Oral literature and teaching reading and writingThe style of recorded/written oral literatureLinguistic patterns in oral literature that enhance readingRepeated wordingSimplicity in presentationBrevitySongs9 Interpreting Content through oral literature andclassroom activitiesFiction, drama, poetryComparisonStorytelling sessions within the literature classCreativity by both the teacher and the learnerPlacing the text within its cultural context10 Preparing for the oral literature classLesson plan using the time maximallyFitting within the literature or language scheme of workCollection of oral textsTeaching oral literature across the curriculumPreparing materials for oral literature classes12 & 13 Field work and researchWritten and take home assignmentsAssignments could relate to actual collection/compilationof oral literature texts, lesson preparation of oral literaturelessons, etc14 & 15 PresentationsPresenting findings to the class or member of staff in thedepartmentTaking the test16 & 17 End of Semester II university ExaminationsMaterialsÒgúnjìmí, Abdul Rasheed Na'allah Introduction to African Oral Literature and PerformanceCarol Lauritzen Oral Literature and the Teaching of Reading The Reading Teacher, Vol. 33,No. 7 (Apr., 1980), pp. 787-790 International Reading AssociationStable URL: http://www.jstor.org/stable/20195120Finnegan, R. (1970) Oral Literature in Africa. OUP, Nairobi.Okpewho, I. (1992) African Oral Literature. Indiana University Press, Bloomington &Indianapolis.53

Sunkuli, L.O. & Miruka, O. (1990) A Dictionary of Oral Literature. EAPH, NairobiDescription for Courses offered in the Institute of Languages and theDepartment of Literature (Details are in the respective departments)ALM 7206: African Languages and the MediaThe history of different media in African societies; history of some selected languages in themedia; radio and television broadcasting; news reporting.ALM 7208: African Theatre and DramaThe course explores major concepts, theories, practices, periods and movements in Africantheatre and drama, from precolonial manifestations through foreign-influenced experiments tocontemporary and „futuristic‟ creations. The work of major African dramatists like Ola Rotimi,Efua Sutherland, John Ruganda, Francis Imbuga and Athol Fugard, as well as representativestheatre practices, like oral narrative, dance, ritual, mime and “wordless” theatre, compositeperformance and theatre for development, will be studied as illustrations of the basic concepts.THE PH. D PROGRAMME BY RESEARCHAll qualifying students will be able to undertake a three Ph. D programme in cross-cutting issuesrelated to language education. The programme prepares students to become to become expertsand consultants in language education related issues. The successful students upon completionwill work as teacher educators, language curriculum developers, administrators and languagepolicy makers and advisors.The Required Entry QualificationThe student should hold a masters degree in education majoring in language. Students who holda masters degree in arts (languages) with a postgraduate diploma education will only be admittedif only they are working with an educational institution, and display a wealth of experience ineducational matters.The student is required to submit a research proposal, which is vetted and approved by thedepartment. The student on admission to the Ph. D programme is assigned a doctoral committeeresponsible for his or her supervision. The student shall also be required to offer two auditedcourses (of his/her choice) at the M. Ed (Language and Literature) Programme which he/shenever offered at the masters‟ programme.54

Department of Language StaffName Position Responsibility Qualification1 Dr. Fred MasagaziMasaazi2 Ass. Prof. C.MSsebbunga3 Dr. RobinahKyeyuneSenior LectureAssociateProfessorLecturerLugandaLanguageEducationEnglish /LiteratureHead of LanguageDepartmentB.A.(Mak),PGDE(Mak),M.A(Mak),Ph. D (Mak)B.A.Educ.(Mak), M.ED. (Mak)M.Phil (Liverpool), Ph.D.(Liverpool)B.A.Dip.Ed.(Mak),M.Ed (Mak)M.Ed. TESOL (Leeds), Ph. D.(Kent, at Canterbury)4 Dr. SsekittoAyoubLecturerCoordinatorArabic LanguageB.A. (IUIU), PGDE (IUIU), M.A.(KIIAL), Ph. D. (IUA)5 Mr. ChristopherLutaayaLecturerCoordinatorFrench LanguageB.A.. (Mak), PGDE (Mak), M.Ed.(Montpellier) M.A (Strasbourg)6 Mr. Samuel K.SsekiziyivuLecturerCoordinatorGerman LanguageB.A. (Mak), Dip.Ed. M. Ed. (Mak)7 Mr. J.C Nsookwa Lecturer CoordinatorKiswahiliLanguage8 Kizza Mukasa Senior Lecturer Institute ofLanguages9 Walusimbi Professor Institute ofLivingstoneLanguages10 John Kalema Senior Lecturer Institute ofLanguages11 Okello Ogwang E Senior Lecturer LiteratureDepartment12 Suzan Kiguli Senior Lecturer Literature14 MushengyeziAronLecturerDepartmentLiteratureDepartmentB.A (Mak), Dip.Ed (Mak), M.Ed.(Mak).MA, PGDE, PhDBA, MA, PhDBA, MA, PhDBA, MA, PhDBA, MA, PhDBA, MA, PhD55