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<header><h1>ocal language books can enhance children’s reading competencies</h1>
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<section class="gmail-author">By Nicholas Bwebare</section><div>
<div><p>I react to the story, ‘Pupil’s reading skills
improve’ in the New Vision of Thursday. This was attributed to the
teaching and learning in local languages in lower primary classes. It is
a good observation that needs to be strengthened for the benefit of our
children. </p></div><div><p>The idea of teaching in local languages
generally enhances children’s early learning abilities. It is now
evident from the report of Uganda National Examinations Board that
learners in schools that use local languages easily acquire skills in
letter identification, letter sounds, vocabulary, listening,
comprehension and oral passage reading.</p></div><div><p> This is
commendable and should be supported with provision of more local
language books so that the skills are transferred to even to upper
primary classes. Children love reading stories in their own languages
with a focus on their immediate communities, and not about other
unrelatable topics.</p></div><div><p>Children’s pursuit of reading
stories is developed once they are able to describe things around them.
These stories are the window to their world of fantasy, reality as well
as developing competencies. </p></div><div><p>Books written in local a
language are often developed basing on what is found in the areas that
these children are found. This is captivating, engaging and connect to
their souls with the reading materials. Children cannot learn to read
effectively, if there are few or no reading materials to read. </p></div><div><p>The
Ministry of Education and Sports should focus more on purchase of books
to support the initiative. Children learn even faster when reading
materials are available. </p></div><div><p>Teaching a child in their
mother tongue is very important as it gives them identity. The thematic
curriculum, which stresses the lower primary teaching in local languages
is good for our children.<br> The government of Uganda has a language
policy that supports mother language instruction and learning at the
early grade level. This should be supported by all stakeholders,
including our development partners, to enable schools have local
language reading materials. </p></div><div><p><strong>Nicholas Bwebare,</strong><br><strong>Educationist in Kampala</strong></p></div></div>
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<br clear="all"><br>-- <br><div class="gmail_signature" data-smartmail="gmail_signature">=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+=+<br><br> Harold F. Schiffman<br><br>Professor Emeritus of <br> Dravidian Linguistics and Culture <br>Dept. of South Asia Studies <br>University of Pennsylvania<br>Philadelphia, PA 19104-6305<br><br>Phone: (215) 898-7475<br>Fax: (215) 573-2138 <br><br>Email: <a href="mailto:haroldfs@gmail.com" target="_blank">haroldfs@gmail.com</a><br><a href="http://ccat.sas.upenn.edu/~haroldfs/" target="_blank">http://ccat.sas.upenn.edu/~haroldfs/</a> <br><br>-------------------------------------------------</div>
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