DOCSLIB.ORG

Profiles of Multilingualism in Kampala: an Analysis of Language Biographies and Linguistic Repertoires of University Students

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Profiles of Multilingualism in Kampala: an Analysis of Language Biographies and Linguistic Repertoires of University Students PROFILES OF MULTILINGUALISM IN KAMPALA: AN ANALYSIS OF LANGUAGE BIOGRAPHIES AND LINGUISTIC REPERTOIRES OF UNIVERSITY STUDENTS By FLORENCE TENDO BAYIGA Dissertation presented for the degree of Doctor of Philosophy in General Linguistics in the faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof. Christine Anthonissen Co-supervisor: Dr. Ondene Van Dulm March 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this dissertation, I declare that I understand what constitutes plagiarism, that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification. ................................................................................. .......................................................... Name Date Copyright ©2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za DEDICATION I dedicate this work to my three children who persevered staying without mummy for months as I was away for studies. I pray that they have the charisma to persevere even more challenges to achieve great goals in life. ii Stellenbosch University https://scholar.sun.ac.za ABSTRACT This is a sociolinguistic study that investigates the language biographies and repertoires that underpin the kinds of linguistic knowledge students in Kampala, Uganda have acquired by the time they enter university. The study relates such biographies and repertoires to the status of the various languages represented in the study. The concepts of ‘multilingualism’ and ‘linguistic repertoire’ are central to this study as they are relevant to multilingual African communities where a wide variety of indigenous languages are recorded. The study highlights the difficulties of applying standard definitions of these concepts to speakers and communities in countries that have a highly mobile multilingual population. Insight into the linguistic resources students bring to the tertiary classroom could assist in explaining much of the communicative practices encountered among multilingual students, and in developing their linguistic resources for adequate use in academic and professional domains. An overarching objective of this research is to characterise the nature of multilingualism(s) of selected students at a Ugandan university. It also considers how their language biographies gave rise to and shaped their linguistic repertoires, and it shows how these are related to the status of different languages in local communities. The project recorded manifestations of multilingualism among University students in Kampala, investigated how various skills associated with the respective repertoires developed, and analysed how language biographies and linguistic repertoires disclose particular effects of different languages with different kinds of status in Uganda. Research data of three kinds was collected among a group of students at Makerere University, namely (i) meta-data and biographical information for which a questionnaire was used, (ii) multimodal figures in the form of coloured body shapes which participants annotated, and (iii) narratives of a selected number of participants, speakers of different L1s, collected in interviews. The triangulation of data provided by these instruments gave a holistic image of the individuals as social actors, and of the languages they use in the different social contexts in which they enact their lives. The findings of the study give an impression of the variety of languages represented amongst a sample of University students in an urban, tertiary educational setting. It also gives an indication of the mobility of the participants, which had an effect on when and how their iii Stellenbosch University https://scholar.sun.ac.za linguistic repertoires were acquired. Perceptions of and attitudes towards the official and indigenous languages including their home languages have been recorded. Informally assigned status of the languages in the country has emerged as part of the detailed profile of the multilingualism of the participants. The study indicates that many conventional definitions of ‘multilingualism’ and how it manifests in individual and community language practices need to be revised to fit linguistic realities as they exist in an African community such as in the urban setting of Kampala. iv Stellenbosch University https://scholar.sun.ac.za ACKNOWLEDGEMENTS I wish to greatly honour and praise the almighty God who allowed for this opportunity to materialize. He has seen me through all the challenges both academic and social making it possible for me to persevere and overcome all the stumbling blocks. My God is awesome. Secondly, I express my gratitude to the Graduate School of Faculty of Arts and Social Sciences for granting me a scholarship that enabled to me pursue this PhD. The Director of the Graduate School, Dr. Cindy Steenkamp, thank you for all that you are and all that you do. Then to my two supervisors: Prof. Christine Anthonissen and Dr. OndeneVan Dulm, thank you for aiding the progress and success of this research and for enhancing my academic growth. Your guidance helped me to learn so much in the field of ‘multilingualism’ which is very pertinent in understanding my own local environment, and in enhancing my research and teaching career at university. I must acknowledge how much you made me improve my academic style. Thank you my supervisors. Thirdly, I wish to appreciate my dear little ones. My children Melvin, Ethan and baby Katrina are my stars shining so bright upon my progress. These gave their best support as children by keeping strong at all times and praying for me every day while I was away from them for many months. May God shower their lives with unending blessings. To all my friends, in and out of Stellenbosch, you motivated and assisted me in different ways. I cannot mention names because you are quite a number. For all of you my friends who were there for me, may you find favour in all your endeavours ahead and may you prosper where you need to. Lastly, I thank my parents and siblings who kept the communication flowing at all times. You made loneliness a myth for most of the time and kept me going on. Thank you Mr. Matovu Daniel for taking care of the little ones as I pursued this PhD. May God reward you. v Stellenbosch University https://scholar.sun.ac.za LIST OF ABBREVIATIONS ACALAN: African Academy of Languages L1: First language L2: Second Language L1s: First languages Lotl: Language of teaching and learning MT: Mother Tongue SIL: Summer Institute of Linguistics SLA: Second Language Acquisition UBOS: Uganda Bureau of Statistics UNESCO: United Nations Educational Scientific Organisation vi Stellenbosch University https://scholar.sun.ac.za TABLE OF CONTENTS Declaration ................................................................................................................................. i Dedication .................................................................................................................................. ii Abstract ..................................................................................................................................... iii Acknowledgements ..................................................................................................................... v List of abbreviations ................................................................................................................. vi Table of contents ...................................................................................................................... vii CHAPTER ONE 1.0 INTRODUCTION ..................................................................................................... 1 1.1 STATEMENT OF THE PROBLEM ........................................................................ 3 1.2 RESEARCH OBJECTIVES...................................................................................... 4 1.3 RESEARCH QUESTIONS ....................................................................................... 4 1.4 THEORETICAL POINTS OF DEPARTURE .......................................................... 5 1.4.1 Defining multilingualism .......................................................................................... 6 1.4.2 A brief overview of multilingualism in research ....................................................... 7 1.4.3 Urban multilingualism illustrated at a University in Kampala ................................ 11 1.4.4 Language as local practice ...................................................................................... 12 1.4.5 Communities of practice ......................................................................................... 15 1.5 CENTRAL CONCEPTS INVESTIGATED IN THIS STUDY .............................. 17 1.5.1 Linguistic biographies ............................................................................................. 17 1.5.2 Linguistic repertoire ................................................................................................ 17 1.5.3 Language Status ...................................................................................................... 18 1.6 SUMMARY ...........................................................................................................
Load more

Recommended publications
  • Language Surveys in Developing Nations
    DOCUMENT RESUME ED 104 170 FL 006 842 AUTHOR Ohannessian, Sirirpi, Ed.; And Others TITLE Language Surveys in Developing Nations. Papersand Reports on Sociolinguistic Surveys. PUB DATE 75 NOTE 227p. AVAILABLE FROMCenter for Applied Linguistics,1611 North Kent Street, Arlington, Virginia 22209($8.50) EDRS PRICE Mr-$0.76 RC Not Available from EDRS..PLUS POSTAGE DESCRIPTORS *Developing Nations; Evaluation Methods; Language Patterns; Language Planning: *LanguageResearch; Language Role; *Language Usage;Nultilingualism; Official Languages; Public Policy;Sociocultural Patterns; *Sociolinguistics; *Surveys ABSTRACT This volume is a selection of papers preparedfor a conference on sociolinguistically orientedlanguage surveys organized by the Center for Applied Linguisticsand held in New York in September 1971. The purpose of theconference vas to review the role and function of such language surveysin the light of surveys conducted in recent years. The selectionis intended to give a general picture of such surveys to thelayman and to reflect the aims of the conference. The papers dealwith scope, problems, uses, organization, and techniques of surveys,and descriptions of particular surveys, and are mostly related tothe Eastern Africa Survey. The authors of theseselections are: Charles A. Ferguson, Ashok R. Kelkar, J. Donald Bowen, Edgar C.Polorm, Sitarpi Ohannessiam, Gilbert Ansre, Probodh B.Pandit, William D. Reyburn, Bonifacio P. Sibayan, Clifford H. Prator,Mervyn C. Alleyne, M. L. Bender, R. L. Cooper aLd Joshua A.Fishman. (Author/AN) Ohannessian, Ferquson, Polonic a a Center for Applied Linqirktie,, mit Language Surveys in Developing Nations papersand reportson sociolinguisticsurveys 2a Edited by Sirarpi Ohannessian, Charles A. Ferguson and Edgar C. Polomd Language Surveysin Developing Nations CY tie papers and reports on 49 LL sociolinguisticsurveys U S OE P MAL NT OF NEAL spt PERMISSION TO REPRODUCETMIT.
    [Show full text]
  • Lingua Franca a Bi-Annual Newsletter Published by Foreign Languages at Salem State UNIVERSITY Salemstate.Edu/Languages Volume 11 • Issue 1 • Spring 2014
    LINGUA FRANCA A BI-ANNUAL NEWSLETTER PUBLISHED BY FOREIGN LANGUAGES AT SaLEM STATE UNIVERSITY salemstate.edu/languages Volume 11 • Issue 1 • Spring 2014 STUDY ABROAD AND SSU AS PREPARATION FOR THE FULBRIGHT EXPERIENCE INSIDE THIS ISSUE Anna Andrews, alumna 2012 Study Abroad/ Fulbright Experience page 1 When I was a second year student Departmental News page 3 at SSU I joined The Italian Club page 3 the Sociology Department on their Faculty Highlights page 4 trip to Ireland. I had Don’t Lose Your Skills never been away This Summer page 4 from my family alone because I grew NEMLA 2014 page 5 up with a chronic, Seal of Biliteracy page 5 incurable illness that I still have today. But El agotamiento/Exhaustion page 6 Prof. Arthur Gould Scholarships page 6 told my mom that I’d be fine and to let me Costa Rica page 6 see the world. That Translation page 8 trip changed my life, I came home and knew HOPE Award page 8 I had to study abroad. El valor de la comunicación page 9 The question was: where? Microagressions page 9 I read a book called The 3% Problem page 10 The Unbearable Lightness of Being Awards and Graduates page 10 by the Czech author Service Awards page 11 Milan Kundera, and the book talked to me before class or after when I went on field Study Abroad page 12 about what it was like to live in Prague trips with my study abroad friends. during the Russian occupation. I read Our travels included London where EDITORS: about the strength of the Czech people I got to see the Olympic stadiums and Michele Dávila and I knew that they would accept who walk alongside the changing of the guard.
    [Show full text]
  • Chapter 3 the Universal Language
    Chapter 3 The Universal Language 1. Leibniz did not initially conceive of his characteristic as an algebra or calculus— doubtless because he was still “a novice in mathematics”1—but rather as a universal language or writing. This, in fact, is the first application he makes of his logical invention in On the Art of Combinations.2 It was no doubt suggested to him by various contemporary projects for a universal or international language, which he enumerates following Caspar Schott. One of these projects was conceived by an anonymous Spaniard (also cited by Kenelm Digby3) who had been in Rome in 1653. He had organized “things” (or concepts) into several classes and had numbered the classes and the concepts in each of them. He then designated each concept by the number of its class and its number in that class. It is interesting to note that he was obliged to add to this two-digit number certain signs that would replace grammatical inflections and serve as a syntax (just as Leibniz was obliged to employ articles and prepositions in his attempt at a geometrical characteristic4); this shows that he had not analyzed the relations of concepts and did not know how to translate them into symbols. Another attempt at a universal language was made by Johann Joachim Becher, a physician from Mainz.5 He had simply numbered (in alphabetical order) all the words in a Latin dictionary and created dictionaries in different languages in which the words were arranged according to the order of their numbers. In this way he established a correspondence between the vocabularies of different languages, so that a text written in numbers could be read and translated at will into any language by means of the corresponding lexicon.6 Finally, the third attempt Leibniz cites is that of Athanasius Kircher7 who had already had the idea of employing the art of combinations in his plan, though (as we shall see) in a far cruder fashion.
    [Show full text]
  • Edward Sapir's View About International Auxiliary Language
    EMANUEL KULCZYCKI EDWARD SAPIR’S VIEW ABOUT INTERNATIONAL AUXILIARY LANGUAGE Introduction The search for common attributes of all languages is connected with the search for characteristics which differentiate languages. If some attributes cannot be found in every language, what is cause of this situation? Is it linked up with the origin of language or with users of the language? People inquire about such matters because the multiplicity of natural languages generates incomprehension and handicaps human communication. The minimum number of languages in the world has been set at 4,000 and the maximum at 8,000. In spite of this people can communicate over communication’s barriers which are generated by the multiplicity of mother-languages. But that diversity worries and disturbs. A Danish linguist Otto Jespersen wrote: „An American may travel from Boston to San Francisco without hearing more than one language. But if he were to traverse the same distance on this side of the Atlantic, he would have a totally different story to tell (…) he would then hear perhaps Norwegian, Swedish, Danish, German, Czecho-Slovakian, Hungarian, Rumanian, Bulgarian, Turkish, Greek, and then in Egypt Arabic and a little English (…) He would not have heard of the languages spoken in Europe. The curse of Babel is still with us”1. It means that we have to use more than one language to 1 O. Jespersen: An International Language, Allen & Unwin, London 1928; <http://www.geocities.com/ /Athens/Forum/5037/AILneed.html>. 66 Emanuel Kulczycki communicate with another man. So some universal language – an international auxiliary language could make whole social communication easy.
    [Show full text]
  • Constructed Languages: ESPERANTO
    Journal of Modern Education Review, ISSN 2155-7993, USA October 2015, Volume 5, No. 10, pp. 1017–1025 Doi: 10.15341/jmer(2155-7993)/10.05.2015/011 © Academic Star Publishing Company, 2015 http://www.academicstar.us Constructed Languages: ESPERANTO Sevda Huseynova Sohrab (Qafqaz University, Azerbaijan) Abstract: “What is language!?” The question has been answered differently at different times. V. Humbolt, A. Shleykher, H. Shteyntal, G. Paul, and other linguists put forward various considerations about the language. Language is creative and productive by nature, a person using it can set up an infinite number of sentences and express thoughts. Throughout history, numerous languages seriously impeeded the development of relations between people. People have searched ways for getting out of this problem. As a result, the idea of creating a universal world language has occurred. Universal world language refers to a language which can be easily understood by all individuals of different nations. As a way of solving this problem, linguists have proposed to create a substituting constructed language. The most common constructed language is Esperanto. This language posses simple phonetic, grammatical, lexical structure. The language created by Zamenhof can be studied and remembered easily. According to historical facts, Esperantists (Esperanto-language speakers) established a country called Amikejo. They even celebrate The World Esperanto Day as a holiday once a year. Key words: linguists, universal world language, constructed language, Esperanto, Zamenhof, Esperantist, Amikejo 1. Introduction “What is language!?” The question has been answered differently at different times. V. Humbolt, A. Shleyher, H. Shteyntal, A. A. Potebnya, G. Paul, F. F. Fortunatov, I.
    [Show full text]
  • Languages of New York State Is Designed As a Resource for All Education Professionals, but with Particular Consideration to Those Who Work with Bilingual1 Students
    TTHE LLANGUAGES OF NNEW YYORK SSTATE:: A CUNY-NYSIEB GUIDE FOR EDUCATORS LUISANGELYN MOLINA, GRADE 9 ALEXANDER FFUNK This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of New York, and funded by the New York State Education Department. The guide was written under the direction of CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org. Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY, NY 10016. [email protected]. ABOUT THE AUTHOR Alexander Funk has a Bachelor of Arts in music and English from Yale University, and is a doctoral student in linguistics at the CUNY Graduate Center, where his theoretical research focuses on the semantics and syntax of a phenomenon known as ‘non-intersective modification.’ He has taught for several years in the Department of English at Hunter College and the Department of Linguistics and Communications Disorders at Queens College, and has served on the research staff for the Long-Term English Language Learner Project headed by Kate Menken, as well as on the development team for CUNY’s nascent Institute for Language Education in Transcultural Context. Prior to his graduate studies, Mr. Funk worked for nearly a decade in education: as an ESL instructor and teacher trainer in New York City, and as a gym, math and English teacher in Barcelona.
    [Show full text]
  • Neutrality of International Languages*
    Haitao Liu 37 Journal of Universal Language 7 September 2006, 37-64 Neutrality of International Languages* Haitao Liu Communication University of China Abstract This paper focuses on the neutrality of international languages. First, a derivation of the concept of “neutral language” from “inter- national communicative act” is provided; it is argued that an acceptable neutral language for international communication can only be an artificial language. Certain characterizations of consciously created languages are discussed. The paper distinguishes two types of neutrality: communicative neutrality and linguistic neutrality. All planned languages are communicatively neutral, but their linguistic neutrality varies, reflecting the diversity of language design principles. Given that absolute linguistic neutrality unattainable, it becomes reasonable to construct a language based on certain control languages plus linguistic universals. We introduce the term “deneutralization” to designate a process whereby a neutral language changes into an ordinary language. The paper also shows that Esperanto has not become deneutralized. Keywords: international language, neutrality, deneutralization, artificial language, planned language, universal language, Esperanto * I am grateful to Detlev Blanke for insightful discussion. I’d also like to thank Probal Dasgupta for providing detailed comments and correcting my English. 38 Neutrality of International Languages 1. Introduction Today English is already a global language (Crystal 1997), but many people still consider that it is not an ideal solution for international communication. Wright (2000: 246-247) mentions one reason for this in her book on the role of language in nation-state building and European integration: “They [artificial languages] are ideally suited to the role [of lingua franca] since they are not the languages of European nations of states.
    [Show full text]
  • Herent Complement Verbs in Ibibio Viktoria Apel
    Contents Acknowledgments ........................................................................... 1 Schedule ..................................................................................... 2 Abstracts .................................................................................... 10 Conference Venue ........................................................................... 50 Nearby Dining and Attractions ............................................................. 51 Notes ........................................................................................ 54 Invited Speakers Firmin Ahoua,Akin Akinlabi, and Gildas Gondo ....................................12 When a five-way opposition does not represent a five-tone language: The case of Dan Jeff Good .............................................................................10 Stability under contact as a guide to reconstruction: Noun classes, argument alignment, and the Macro-Sudan belt Tom G¨uldemann .....................................................................14 A shared pronominal canon in the Macro-Sudan belt: typological, areal and geneological aspects Claire Halpert .......................................................................11 Surmountable Barriers Sharon Rose .........................................................................13 Areal vowel harmony patterns in the Nuba Mountains and Beyond Papers and Posters Hasiyatu Abubakari ..................................................................28 Contrastive focus particles in Kusaal
    [Show full text]
  • The International Status of Kiswahili: the Parameters of Braj Kachru's
    The International Status of Kiswahili: The Parameters of Braj Kachru’s Model of World Englishes by Patrick Lugwiri Okombo, MA [email protected] Nairobi, Kenya & Edwin Muna, MA [email protected] Nairobi, Kenya Abstract This paper critically examines the status of Kiswahili as an international language within the parameters of Braj Kachru’s sociolinguistic construct – “Model of World Englishes”, that works to analyze how sociolinguistic histories, multicultural backgrounds and contexts of function influence the use of English in different regions of the world. In our view, such a model yields fairly objective results. Thus, the results of this paper are that Kiswahili perfectly meets the standards of an international language within Braj Kachru’s model, albeit with few disparities. The paper concludes that Kiswahili’s growth into an international language is clearly taking the trends taken by English as examined by Kachru. Hence, the findings reinforce Kiswahili’s geo- political significance as it recommends the creation of conditions that would encourage its spread and influence in the world. Key words: Kiswahili, international language, world Englishes, native speaker 55 Africology: The Journal of Pan African Studies, vol.10, no.7, September 2017 Introduction Kiswahili is an indigenous African language whose origin, according to many researchers, is the coast of Eastern Africa. Traditionally, it was regarded as the language of the coastal communities of Kenya and Tanzania. It remained the language of the people of East African coast for a long time. It is argued that the early visitors and traders, such as the Arabs and Persians who came to the East African coast, used to speak with the natives in Kiswahili.
    [Show full text]
  • In Search of a Universal Language Past, Present, and Future
    Contemporary Postcolonial Asia Contemporary Postcolonial Asia RESOURCES TEACHING RESOURCE ESSAY In Search of a Universal Language After World War II, English became the Past, Present, and Future language of science, as well as business, By John F. Copper politics, and culture. ver since the Tower of Babel, humans have pursued developing a having no single universal language impeded scientific research and prog- universal language to use to communicate with more—ideally all— ress. With nothing promising in sight, they became multilingual, using En- people. However, they have been only marginally successful, as indi- glish, French, and German. That worked to some degree. E cated by both the history of a large number of failed efforts and the current On the other side of the world, in Asia, scientific research was done situation. primarily in a single language: Classical Chinese. At least, it was the uni- Also, these efforts have their detractors. A language becomes larger versal language in some of that part of the world in its written form; in its when it weakens or replaces another language. This often involves “lan- spoken form (written Chinese is not phonetic), it was not. guage genocide” and/or represents “language imperialism.” Attaining a Chinese was also to some degree the language of business and com- universal language may be this on a grand scale. merce in East Asia, but it waxed in importance only when China pros- In fact, many advocates of expanding the use of their language (and pered and engaged meaningfully in trade. Its usage waned beginning in their culture, which is connected) believe it is superior to others.
    [Show full text]
  • THE ROLE of READING in ENHANCING ENGLISH SECOND LANGUAGE LEARNING of ORDINARY LEVEL LEARNERS in NAMIBIA By
    THE ROLE OF READING IN ENHANCING ENGLISH SECOND LANGUAGE LEARNING OF ORDINARY LEVEL LEARNERS IN NAMIBIA By Sylvia Ndapewa Ithindi Submitted in partial fulfilment of the requirements for the degree PHILOSOPHIAE DOCTOR Faculty of Education Department of Humanities Education University of Pretoria SUPERVISOR: Dr A. Engelbrecht CO-SUPERVISOR: Dr L.J. de Jager August 2019 Declaration of authorship I, Sylvia Ndapewa Ithindi, hereby declare that this thesis entitled, The role of reading in enhancing English Second Language learning in Namibia, which I hereby submit for the degree Philosophiae Doctor in Humanities Education, at the University of Pretoria, is my own work and has not previously been submitted by me for a degree at this or any other tertiary institution. i Ethics certificate ii Language editor Cell: 083 455 3723 Address: 9 Tiger Road Monument Park 0181 PRETORIA E-mail: [email protected] To whom it may concern This is to confirm that I, MJ de Jager, edited the language in the PhD dissertation, The role of reading in enhancing English second language learning in Namibia, by Sylvia Ndapewa Ithindi. The onus was on the author to attend to all my suggested changes and queries. Furthermore, I do not take responsibility for any changes effected in the document after the fact. MJ DE JAGER 5 October 2019 iii Dedication This study is dedicated to my children, Aino Ndamana Tangi Matheus, Simon Nanyooshili Tangeni Matheus, and my nephew Samuel Kalitheni Shiindi, in the hope that they will all complete their studies and lead successful independent, career lives. iv Acknowledgements I would like to express my sincere gratitude to all those who love and supported me and made my long, yet fruitful journey, worth completing.
    [Show full text]
  • IMPUNITY – a Cry for Media Freedom
    Press Freedom Index Report - 2018 Uganda IMPUNITY A Cry for Media Freedom Human Rights Network for Journalists-Uganda Plot 1304, Serumaga Road, Kalonda Zone Bukoto P.O.Box 7472, Kampala Uganda. Tel: 256-414-272934/414-667627 Hotline: 256-702905566 Toll Free: 0800144155, Email: [email protected], Website: www.hrnjuganda.org Press Freedm index Report - 2018 Uganda IMPUNITY A Cry for Media Freedom 1 This publication is available for public use. It can be reproduced or quoted provided Human Rights Network for Journalists-Uganda is quoted as the source. Published by Human Rights Network for Journalists-Uganda (HRNJ-Uganda) Plot No. 1304 Serumaga Road, Kalonda Zone Bukoto P.O Box 7472 Kampala Uganda Tel: +256 414272937 | +256 414667627 Hotline: +256702905566 Toll Free: 0800144155, Email: [email protected] Website:www.hrnjuganda.org Designed & Printed by: Esam Concepts (U) Ltd. +256 - 774 438 107 © Human Rights Network for Journalists-Uganda 2018 Disclaimer This report is made possible by the support of the American people through the United States Agency for International Development (USAID). The contents of this Report, however, are the sole responsibility of the authors and do not necessarily reflect those of the United States Agency for International Development or the United States Government. Contents Abbreviations 5 Acknowledgement 7 Foreword 8 Executive Summary 9 Chapter One: Media in state of capture 15 Chapter Two: Legal Framework 18 Chapter Three: Background, Context and Methodology 24 Chapter Four: How violations and abuses were
    [Show full text]