Medadi Ssentanda

Medadi Ssentanda is a Lecturer in the Department of African Languages, Makerere University. He is a reader in multilingual education and early literacy development and is also a Research Associate in the Department of General Linguistics, Faculty of Arts and Social Sciences, Stellenbosch University.

Education
2014, Stellenbosch University, PhD, General Linguistics
2007, Makerere University, MA, Linguistics
2005, Makerere University, BA (Education)

Publications

Ssentanda, M. E., & Asiimwe, A. (2020). Challenges to the Acquisition of Literacy in Rural Primary Schools in Northern Uganda. Language Matters, 51(1), 38–62. https://doi.org/10.1080/10228195.2020.1717587

Ssentanda, M. E., & Andema, S. (2019). Reclaiming the space of storytelling in Uganda. Per Linguam: A Journal of Language Learning, 35(3), 74–91

Ssentanda, M. E., Huddlestone, K., & Southwood, F. (2016). The politics of mother tongue education: the case of Uganda. Per Linguam, 32(3), 60–78

Ssentanda, M. E., Southwood, F., & Huddlestone, K. (2019). Curricula expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda. Language Matters, 50(2), 141–163.

2014. “Have policy makers erred?” Implications of mother tongue education for pre-primary schooling in Uganda. Per Linguam, 30(33), 53–68. doi:http://dx.doi.org/10.5785/30-3-547

Ssentanda, M. E & Marriote Ngwaru (2019). Early English language learning in Africa: Challenges and opportunities. In Sue Garton and Fiona Copland (Eds.) The Routledge Handbook of Teaching English to Young Learners (pp. 461-476). New York: Routledge

Ssentanda, M. E., & Nakayiza, J. (2017). “Without English There Is No Future”: The Case of Language Attitudes and Ideologies in Uganda. In A. E. Ebongue & E. Hurst (Eds.), Sociolinguistics in African Contexts: Perspectives and Challenges (pp. 107–126). Switzerland: Springer International Publishing

2014. Mother tongue education and transition to English medium education in Uganda: Teachers’ perspectives and practices versus language policy and curriculum. Stellenbosch University. Retrieved from Stellenbosch University http://scholar.sun.ac.za

Ssentanda, M. E. (2016). Tensions between English medium and mother tongue education in rural Ugandan primary schools: An ethnographic investigation. In Meierkor Christiane, I. Bebwa, & S. Namyalo (Eds.), Ugandan English: Its sociolinguistics, structure and uses in a globalising post-protectorate (pp. 95–117). John Benjamins Publishing Company. http://doi.org/10.1075/veaw.g59.05sse

2014. The Challenges of Teaching Reading in Uganda: Curriculum guidelines and language policy viewed from the classroom. Apples – Journal of Applied Language Studies, 8(2), 1–22.

2013. Exploring connections: Reflections on mother-tongue education in postcolonial Uganda. Stellenbosch Papers in Linguistics Plus, 42, 281–296.