Uganda is a multilingual country where Afro-Linguistics has been applied to study African language structures, contributing to both Arts and Humanities fields. The analysis employs a qualitative approach to examine existing policies, interviews with educators, and case studies of language inclusion initiatives. A significant proportion (70%) of primary school curricula in Uganda incorporate at least one indigenous language, though implementation varies widely across regions. While progress is evident, disparities remain concerning the depth and breadth of indigenous language integration into formal education. Enhanced training for educators on Afro-Linguistics principles and increased funding for language revitalization programmes are recommended to address existing gaps.
Kizza et al. (Sat,) studied this question.