Research

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Journal Article
M. E. Ssentanda, “Which language (s) matter (s) the most? Exploring the ‘schoolscapes’ of rural primary schools in Uganda”, 2022.
F. Masagazi Masaazi, Ssentanda, M. E., and Ngaka, W., “On Uganda government’s commitment to the development and implementation of the mother tongue education policy in post-2015 era”, 2018.
M. E. Ssentanda, “Tensions between English medium and mother tongue education in rural Ugandan primary schools”, 2016.
M. E. Ssentanda and Andema, S., “Reclaiming the space for storytelling in Ugandan primary schools”, 2019.
M. E. Ssentanda and Andema, S., “Reclaiming the space for storytelling in Ugandan primary schools”, 2019.
M. E. Ssentanda, Huddlestone, K., and Southwood, F., “The politics of mother tongue education: the case of Uganda”, 2016.
R. S. Wenske and Ssentanda, M. E., ““I think it was a trick to fail Eastern”: A multi-level analysis of teachers’ views on the implementation of the SHRP Program in Uganda”, 2021.
M. E. Ssentanda, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2015.
M. E. Ssentanda, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2014.
M. E. Ssentanda, “Exploring connections s on mother-tongue education in postcolonial Uganda”, 2013.
M. E. Ssentanda, Nakijoba, S., Nakayiza, J., and Ajayi, T. Michael, “An Ethnographic Investigation of the Challenges of Literacy Acquisition in Selected Ugandan Rural Primary Schools”, 2020.
M. E. Ssentanda and Wenske, R. S., “Either/or literacies: teachers’ views on the implementation of the Thematic Curriculum in Uganda”, 2021.
M. E. Ssentanda and Ngwaru, J. Marriote, “Early English language learning in Africa: Challenges and opportunities”, 2018.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda”, 2019.
M. E. Ssentanda, Southwood, F., and Huddlestone, K., “Curriculum Expectations versus Teachers' Opinions and Practices in Teaching English in Rural Primary Schools in Uganda”, 2019.
A. Asiimwe and Ssentanda, M. E., “Challenges to the acquisition of literacy in rural primary schools in Northern Uganda”, 2020.
M. E. Ssentanda and Asiimwe, A., “Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda”, 2020.
M. E. Ssentanda, “The challenges of teaching reading in Uganda: Curriculum guidelines and language policy viewed from the classroom”, 2014.
Book Chapter
M. E. Ssentanda and Nakayiza, J., ““Without English There Is No Future”: The Case of Language Attitudes and Ideologies in Uganda”, in Sociolinguistics in African contexts, Springer, 2017, pp. 107–126.
M. E. Ssentanda, “Tensions between English medium and mother tongue education in rural Ugandan primary schools”, in Ugandan English, John Benjamins Publishing Company, 2016, pp. 95–118.
M. E. Ssentanda and Norton, B., “Plurilingualism in Southern Africa”, in The Routledge Handbook of Plurilingual Language Education, Routledge, 2021, pp. 394–399.