Pupils’ Roles as Agents of Implementation of the Mother Tongue Policy in Rural Contexts in Uganda

In this paper, we explored the roles of pupils in the implementation of the Mother Tongue Policy (MTP) in rural primary schools of Uganda. The research adopted a cross-sectional qualitative design and was conducted in a government-aided rural primary school in Luweero District. The sample included 15 pupils selected using a random sampling technique. Data was collected through Focus Group Discussions and observations.. From the findings, pupils’ contribution in the implementation of the MTP was across cognitive, affective, and psychomotor domains. Their roles include listening and paying attention, comprehension, engagement, creativity, co-construction of knowledge, fostering cultural relevance and contextual learning, peer teaching and learning, bridging home and school in MTP implementation, as well as daily interactions and participation in cultural practices at home. However, pupils’ participation was often hindered by passive teaching methods and inconsistent home support. The study concluded that despite the crucial role of pupils in the success of the MTP, they remain marginal actors in its implementation. The study recommends increased development of participatory frameworks that empower pupils as active learners.