Tensions between English medium and mother tongue education in rural Ugandan primary schools
This chapter focuses on how teachers understand and manage the transitionfrom mother tongue education to English medium education in Uganda. Itseeks to investigate how teachers employ English and the mother tongue in theteaching and learning process. The findings reveal that government and privateschools in Uganda implement the current language policy in different ways,creating different environments for the exposure of the learners to the Englishlanguage. Moreover, teachers in the two sets of schools hold different views andengage in varying practices in the teaching and learning of English.