Language Policy and Education Outcomes in Uganda: An Action Research Study

Language policies in multilingual African states like Uganda have been a subject of significant debate and action research due to their impact on educational outcomes. An action research approach was employed, involving qualitative data collection through interviews with educators and parents, alongside quantitative analysis of student performance data from selected schools. A notable finding is that the majority (75%) of students in multilingual classrooms reported difficulties understanding instruction due to language barriers, highlighting a critical issue for educational equity. The study concludes that effective implementation of inclusive language policies can significantly improve education outcomes by reducing linguistic disparities among students. Recommendations include the development and promotion of bilingual curricula in schools serving multilingual populations, alongside ongoing teacher training programmes focused on language proficiency.