Language Policy and the Promotion of Kiswahili in Uganda
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LANGUAGE POLICY AND THE PROMOTION OF KISWAHILI IN UGANDA Jjingo Caesar M.A. (Linguistics) Dissertation University of Dar es Salaam September, 2011 LANGUAGE POLICY AND THE PROMOTION OF KISWAHILI IN UGANDA By Jjingo, Caesar A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts (Linguistics) of the University of Dar es Salaam University of Dar es salaam September, 2011 i CERTIFICATION The undersigned certifies that he has read and hereby recommend for acceptance by the University of Dar es salaam a dissertation entitled: Language Policy and the Promotion of Kiswahili in Uganda, in fulfillment of the requirements for the degree of Master of Arts (Linguistics) of the University of Dar es salaam. ………………………………………. Prof. Yohana P. Msanjila (SUPERVISOR) Date:……………………………… ii DECLARATION AND COPYRIGHT I, Jjingo, Caesar, declare that this dissertation is my own original work and that it has not been presented and will not be presented to any other university for similar or any other degree award. Signature ……………………………. This dissertation is a copyright material under the Berne Convention, the Copyright Act 1999 and other international and national enactments, in that behalf, on intellectual property. It may not be reproduced by any means, in full or part, except for short extracts in fair dealings, for research or private study, critical scholarly review or discourse with an acknowledged, without the written permission of the Directorate of Graduate Studies, on behalf of both the author and the University of Dar es salaam. iii ACKNOWLEDGEMENTS Firstly, I thank Our Lord the Almighty for the glorious gift of life that has always provided and protected to allow me to be in good health and peaceful throughout my study period. May his name be glorified always. Secondly, I take this opportunity to thank Makerere University for the partial facilitation I was accorded to complete my Masters of Linguistics programme at the University of Dar es salaam in Tanzania. I can not forget to express my heartfelt feelings to thank the staff members of the School of Education, more so those from the Language Department for their constant critics and positive contributions they made towards the initial stages of the writing of this dissertation. I say thank you all. I further express my appreciations to my supervisor, Professor Yohana P. Msanjila for his guidance and constructive critics throughout the entire process of writing this dissertation. He is my role model not only in the field of sociolinguistics, but also in the field of research and publication. Socially, he is more of an academic friend whom through constant consultations, has boosted up my thinking and intellectual perspectives, through constructive laughs and his jovial facial expressions. Prof. Msanjila you have shown me the way, allow me to go through it and pass over it. I also extend my sincere gratitude to the community members of the University of Dar es salaam, especially those from the Department of Foreign Languages and Linguistics, and the Institute of Kiswahili Studies whose cooperation and understanding were of great value in the completion of this dissertation. Again, I would like to thank all my lecturers and classmates (2007/2010). Your academic and iv social continuous support not only in lecture rooms and offices, but also outside the learning environment, comforted my stay in Tanzania especially in the city of Dar es salaam. In a very special way I extend my sincere appreciations to the extended family of Mr. and Mrs. Onesmo, K. Nkomollah, for its vital role it played to raise me up and be what I am today. I say Asanteni sana. More to that, I say thank you to my longtime loving friends and families, who morally, socially, spiritually, physically and financially shared important views and ideas during my study period, these include; the families of Mr. and Mrs. C. Mutunzi, Mr. and Mrs. G. Nyanguru, Mr. and Mrs. J. Dyegula, Mr. and Mrs. J. Saleh, Mr and Mrs. M. Lusigi, the children of the Late Darlington Kimata, and, the extended family of Frank Shayo (Mangi-Kichefuchefu), My friends who include; Twalibu Said (mzee wa Kichina), Grasiana Marseli Shirima, Kintu Jimmy, Musoke David (Mukooo), Gireon Mture, Joyce Nguma(Rasta), Nanfuka Betty, Nkeretanyi Brian, Nkalubo Stephen, Kiti Chonga, Paul Chonga, Patrick Mtana, Francis Kato, Ssonko Victoria, Mukasa Rogers, Jjunju Fred Paul Mark, Primitiva Rutambukage Mutungi, Hassan Khalfan, Levina Ruhikula, and Edyth Kezia Simiyu. My appreciations to the authors, editors and programmers of different books, journals, articles and websites I perused through while writing this dissertation. Your academic and intellectual contribution provided me a backup to my study; your collective brains have positively and widely contributed towards the completion of this dissertation. v Lastly, I am grateful to my extended family for the love and prayers you had for me to accomplish my studies far away from you. I say Mwebale Nyoo. vi DEDICATION To our extended family. vii ABSTRACT This study is about the language policy and the promotion of Kiswahili in Uganda. It was carried out from Kampala, the capital city of Uganda, with an aim of ascertaining challenges Kiswahili language incurs in its promotion. The study was designed to address three issues. Firstly, to identify the roles of Kiswahili at national and international levels, Secondly, to identify factors that hinder the promotion of Kiswahili in Uganda, and lastly, the identification of factors which are likely to promote Kiswahili language in Uganda. The study purposely selected 15 interviewees from 15 institutions that take a leading role in the formulation, facilitation, coordination and implementation of Uganda’s national cultural policy. Other than interview technique, the study also used documentary analysis technique to collect its data. The use of Revised Four-Fold Model (1983) championed by Einar Haugen, provided constructive theoretical framework that guided the study to the attainment of its desired findings. The findings revealed that, Kiswahili is still a language of the armed forces, trade and commerce, a school subject, a language of the media and regional lingua franca among others. It has been genuinely maintained by LPP makers and LP implementers that, the government of Uganda is in position not only to facilitate and promote multilingualism, but also to establish and support the formation of Kiswahili language committees, Kiswahili National Council, changing of people’s attitudes towards Kiswahili through education and national campaigns, invitation of foreign technocrats of Kiswahili to assist in the implementation of Kiswahili programmes. And lastly, the study proposes alternative ways in which Kiswahili language could be viii promoted in Ugandan Multilingual settings such as; among others, the creation of good and clear working relationship between LPP makers and LP implementers, the revival of the closed PTCs and increase in the number of NTCs, so as to increase the number of Kiswahili teachers in the country. ix TABLE OF CONTENTS Pages Certification ………………………………………..…………….…….……. i Declaration and Copyright …………………………………………….…….. ii Acknowledgements...………………………………..…………….…….…… iii Dedication ………………………………………..……………….…….…… vi Abstract…. ………………………………………..…………….…….……… vii Table of Contents….......................................................................................... ix List of Tables ….............................................................................................. xvi List of Figures…............................................................................................... xvii List of Abbreviations....................................................................................... xviii CHAPTER ONE: BACKGROUND TO THE STUDY ………………….. 1 1.0 Introduction …………………………………………………....…….. 1 1.1 Language Profile of Uganda ………………………………………… 2 1.2 Statement of the Problem ……………………………………..…….. 8 1.3 General Objective ………………………………………………….... 9 1.3.1 Specific Objectives ………………………………….…….………… 9 1.4 Research Questions ………………………………………………….. 10 1.5 Significance of the Study ……………………………………………. 10 1.6 Theoretical Framework ……………………………………………… 10 1.7 Organisation of the Study …………………………………………… 11 x CHAPTER TWO: LITERATURE REVIEW ……………………………. 13 2.0 Introduction …………………………………………………….……. 13 2.1 Language Planning and Language Policy……………………………. 13 2.2 Specific Literature Review …………………………………………… 25 2.2.1 Kenya’s Language Policy and the Promotion of Indigenous Languages ………………………………………………... 26 2.2.2 Tanzania’s Language Policy and the Promotion of Indigenous Languages ………………………………………..……… 30 2.2.3 Language Policy of Burkina Faso and the Promotion of Indigenous Languages ………………………….…………………… 34 2.2.4 Uganda’s Language Policy and the Promotion of Indigenous Language ………………………………………………. 35 2.2.4.1 Kiswahili and Language Use in the Education System of Uganda …………………………………………………… 37 2.2.4.2 The Institute of Languages ………………………………………….. 42 2.2.5 Studies on Language Policy and the Promotion of Indigenous Languages in Uganda ………………………………………..……… 45 2.2.5.1 Ndoleriire’s (1996) Study …………………………………………… 46 2.2.5.2 Mpuga’s (2003) Study ………………………………………………. 47 2.2.5.3 Majola’s (2005) and Hirome’s (2008) Studies……………………… 47 2.2.5.4 Kabananukye and Kwagala’s (2007) Study………………………… 48 xi 2.2.5.5 Kawachi’s (2010) Study ………………….…………………………. 49 2.2.5.6 Nabirye’s (2010) Study …………………………………..…………. 51 2.3 Research Gap ……………………………………………..…………. 52 CHAPTER