Tag Archives: mother tongue

UCU represented at 11th Pan-African Literacy Conference

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A conference keynote speaker, Dr. Wendy Saul, left, poses with Uganda Christian University staff members (left to right) Mary Owor, Deborah Mugawe and Patty Huston-Holm (a conference breakout session presenter).

By Patty Huston-Holm

More than 500 teachers, librarians, NGO leaders and policy makers from throughout the continent of Africa but also from North America convened for the 11th Pan-African Literacy for All conference August 20-22 in Kampala, Uganda. Several staff, students and alumni from Uganda Christian University (UCU) were among participants.

The overriding theme for 80 conference keynote and breakout sessions was how literacy is a bridge to equity for all countries.  Most presentations focused on the country of Uganda with sub-themes that included research, strategies and advocacy for mother tongue languages, gender balance, responsible use of technology, work originality, financial support, teaching in the context of the real world and service for handicapped students.

UCU writing and study skills tutor Mary Owor, left, participates in a conference session.

According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), Uganda has an adult literacy rate of 70 percent, compared to the 95 percent United States literacy rate. The Uganda male literacy rate is 79 percent compared to 62 percent for females.

The single biggest discussion centered around how early emphasis on original language positively impacts literacy levels. The late Professor William Senteza Kajubi in 1987 authored a report that in 1992 became an adopted “White Paper” for reforming Uganda education, including the teaching of mother tongue languages for some of the seven primary grades before the six secondary/high school grades. While Uganda has 65 indigenous communities with 44 languages, the United States Agency for International Development (USAID) has endorsed grouping those into 12 “combined” local languages.

UNICEF (United Nations International Children’s Emergency Fund) in 2016 recommended that mother tongue language be reinforced over English for at least primary grades 1 through 3. This was based, in part, on Uganda National Examinations Board results showing high primary school performance in mathematics that is taught in the mother tongue compared to low performance for reading and writing where English is used.

Despite research and government documentation that reinforces the value of early focus on local language and expert opinion that a person only learns to read and write once in a lifetime, conference participants argued that implementation is not taking place, particularly in private schools. Some conference delegates pointed out that teachers who contend they are focusing on mother tongue only teach it “15 minutes a day.” Others pointed to a lack of local language books to support Ugandan government guidelines. And still others commented that parents and some other stakeholders want English emphasis for the status of it.

NGOs in particular were reminded to provide assistance for the context of the community to be served vs. implementation of a program that works in developed countries.

English books that exist in Uganda often contain language and pictures depicting girls in subservient roles to boys.  Other education gender equity balance issues are related to support of girl menstrual challenges, early marriage and unequal sharing of home chores that lessen girl time for studies and, therefore, improved literacy. The Kajubi report went so far as to suggest that because of such issues, girls who make it to the university level should get an extra 1.5 points to assure enrollment there. The Ugandan government adopted this proposal as well as the report’s reinforcement of technical/workplace skills in education.

“Literacy doesn’t just mean reading and writing,” said Deborah Mugawe, UCU daycare administrator. “It’s so much more. It’s empowering.”

In addition to leaving the conference with information to apply to her work, she realized that “the problems I face, I’m not alone.” She is thinking about how to get more people to sit and read with a child than to simply donate books. And she is even more convinced of the need to reinforce literacy at an early age.

Mary Owor, a UCU PhD candidate and Foundation Studies tutor, was most interested in the mother tongue information because it informs her teaching of undergraduate student writing and study skills.

“I realize most of our students struggle with writing because they started with English too soon,” she said. “I know now that I need to give the students more practical work…and I know I should write my own local language books for children.”

The conference, held every two years, will be in Zambia in 2021 with an exact date and location to be determined.

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To support UCU students, staff, programs and facilities, go to www.ugandapartners.org and click on the “donate” button, or contact UCU Partners Executive Director, Mark Bartels, at mtbartels@gmail.com.

UCU student mixes entrepreneurship with artistry

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Onyong Yubu Prince, a student in UCU Journalism, Communication and Media Studies

By Patty Huston-Holm

Creativity and resourcefulness have long been part of life for Onyong Yubu Prince. So, for the gospel singer-turned university student, it was only natural that he should jump at the chance to do something new – like writing children’s books.

He is one of more than 300 Uganda Christian University (UCU) students and staff members who were engaged in the UCU Literature Department mother tongue translation project – an initiative designed to enhance literacy and increase excitement for reading and writing among Ugandan children. At the end of 2018, nearly 700 stories had been translated into 26 mostly-Ugandan languages.

Onyong, a student in UCU Journalism, Communication and Media Studies, wrote one of those stories. It was entitled “How to become what I want.” After that, he translated somebody else’s story called “Arrow of God.” Lastly, he wrote a final book entitled “Satan is a lazy man,” which became popular in a short amount of time. Within a few months, he sold more than 200 paperback books for 8,000 Ugandan shillings (around $2.25 American) each.

Onyong, age 24, acknowledged his success is as much about his overall reputation as it is his literary talent.

“I’m famous in northern Uganda,” he stated. “I have been a gospel singer since age 17, writing and performing my own songs.”

His notoriety is connected to his appearance and his talent. He openly discusses his size. He is small in stature and will remain so throughout his life – the result of a birth defect caused, he said, by medicine given his mother before she gave birth. It has hindered relationships with some.

“I am still discriminated against because I look smaller than most people, but it doesn’t bother me,” Onyong said. “God loves me, and He wants me to prove to others that I can achieve through what He has created in me.”

Onyong’s success also is about social media. With Facebook “friends” at a maximum of 5,000 per account, he has three Facebook pages. From there, he makes connections for performances and has made contacts to sell books in English, Lango and Acholi languages to schools and children ages 10 and below.

Onyong is uncertain where his career will take him when he receives his bachelor’s degree this October, but he is hopeful about getting a television anchor job.

His favorite scripture is I Corinthians 1:7, which addresses shaming the powerful. It gives him courage.

“I have accepted Jesus as my personal Savior,” he said. “He always answers my prayers.”

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To learn more about the UCU mother tongue translation project, go to https://www.ugandapartners.org/2018/10/mother-tongue-translation-project-elevates-literacy-for-ugandas-children/.  To support UCU students, programs and facilities, go to www.ugandapartners.org and click on the “donate” button or contact UCU Partners Executive Director, Mark Bartels, at mtbartels@gmail.com.