Medadi Erisa Ssentanda

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