IJSSER

Title: TEACHERS' EXPERIENCES OF THE INTEGRATED APPROACH TO LANGUAGE TEACHING AND LEARNING IN THE LUGANDA LANGUAGE CLASSROOM IN UGANDA
Authors: Mr Henry Hollan Ssembatya and Prof Logamurthie Athiemoolam
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Mr Henry Hollan Ssembatya1 and Prof Logamurthie Athiemoolam2 1. PHD student. Nelson Mandela University, Summerstrand, Port Elizabeth 2. Associate Professor, Nelson Mandela University, University Way, Summerstrand, Port Elizabeth
MLA 8 Ssembatya, Mr Henry Hollan, and Prof Logamurthie Athiemoolam. "TEACHERS' EXPERIENCES OF THE INTEGRATED APPROACH TO LANGUAGE TEACHING AND LEARNING IN THE LUGANDA LANGUAGE CLASSROOM IN UGANDA." Int. j. of Social Science and Economic Research, vol. 6, no. 2, Feb. 2021, pp. 706-728, doi:10.46609/IJSSER.2021.v06i02.020. Accessed Feb. 2021. APA 6 Ssembatya, M., & Athiemoolam, P. (2021, February). TEACHERS' EXPERIENCES OF THE INTEGRATED APPROACH TO LANGUAGE TEACHING AND LEARNING IN THE LUGANDA LANGUAGE CLASSROOM IN UGANDA. Int. j. of Social Science and Economic Research, 6(2), 706-728. doi:10.46609/IJSSER.2021.v06i02.020 Chicago Ssembatya, Mr Henry Hollan, and Prof Logamurthie Athiemoolam. "TEACHERS' EXPERIENCES OF THE INTEGRATED APPROACH TO LANGUAGE TEACHING AND LEARNING IN THE LUGANDA LANGUAGE CLASSROOM IN UGANDA." Int. j. of Social Science and Economic Research 6, no. 2 (February 2021), 706-728. Accessed February, 2021. doi:10.46609/IJSSER.2021.v06i02.020.
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Abstract: This qualitative study set out to examine how teachers experience the implementation of the integrated approach to language teaching in the Luganda language classroom in selected ordinary level secondary schools in the Kampala district of Uganda. The study was positioned within an interpretive paradigm and employed a phenomenological approach in its intention to uncover the lived experiences and common hidden meanings that participants attached to the phenomenon. Purposeful sampling was used to identify 30 teachers from 15 schools and 3 inspectors of school curricula who participated in the study. Data generation strategies included personal interviews which were analyzed according to transcendental phenomenological data analysis methods such as bracketing, horizontalization, clustering into themes, textual description, structural description and textual-structural essence of the study. The findings emerging from the study indicate that teachers were positively predisposed towards the integrated approach in a Luganda language classroom and, as such, they perceived it as a basis for teaching language content and literacy practices collectively through various interactive strategies. The findings also indicate that while teachers are aware of what learners could achieve in an integrated Luganda language classroom they are hampered by challenges in the implementation process which stem from the teachers, the education system, the learners, and the integrated approach itself.

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