Research

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M. E. Ssentanda and Asiimwe, A., “Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda”, 2020.
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, “Tensions between English medium and mother tongue education in rural Ugandan primary schools”, 2016.
M. E. Ssentanda, “Exploring connections s on mother-tongue education in postcolonial Uganda”, 2013.
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 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, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2014.
M. E. Ssentanda, ““Have policy makers erred?” Implications of mother tongue education for preprimary schooling in Uganda”, 2015.
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 Ngwaru, J. Marriote, “Early English language learning in Africa: Challenges and opportunities”, 2018.
M. E. Ssentanda, “The challenges of teaching reading in Uganda: Curriculum guidelines and language policy viewed from the classroom”, 2014.
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 Wenske, R. S., “Either/or literacies: teachers’ views on the implementation of the Thematic Curriculum in Uganda”, 2021.
M. E. Ssentanda and Norton, B., “Plurilingualism in Southern Africa”, in The Routledge Handbook of Plurilingual Language Education, Routledge, 2021, pp. 394–399.
M. E. Ssentanda, Huddlestone, K., and Southwood, F., “The politics of mother tongue education: the case of Uganda”, 2016.
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, “Which language (s) matter (s) the most? Exploring the ‘schoolscapes’ of rural primary schools in Uganda”, 2022.