PhD Public Defense by Ms.Namusiginyi Beatrice

INVITATION:

The Dean, School of Education under the College of Education and External Studies (CEES), cordially invites you to the PhD Public Defense of the following candidate:

Name of the Candidate: Ms. Namusiginyi Beatrice

Title of Thesis: 

Enhancing English Language Communicative Skills Instruction in the Primary School Transition Class Using the Integrated Approach in Karamoja

Date:  Friday 19th  December 2025.

Time: 9:00am – 12:00pm

Venue: 

AVU Conference Room, School of Distance and Lifelong Learning, Makerere University

ABSTRACT

This study explored how English language communicative skills instruction in primary four could be enhanced through a contextualized Integrated Approach (IA) in the remote pastoral region of Karamoja, Uganda. Grounded in the Communicative Language Teaching (CLT) framework and a constructionist paradigm, the study employed a qualitative Participatory Action Research approach conducted in three phases. The Integrated Approach served as the instructional intervention guide, while Experiential Learning Theory guided participant training. The study was guided by three research questions: (1) What are the instructional gaps in English language communicative skills instruction in primary four in Karamoja? (2) How can the Integrated Approach be designed and implemented to address the English language communicative skills instructional gaps in Karamoja? (3) What is the impact of the integrated Approach on English language communicative skills instruction in the primary four class in Karamoja? In Phase One, findings revealed that the learning objectives were not aligned with the intended outcomes of Communicative Language Teaching as recommended in the current syllabus. The vocabulary selected for practice was too advanced for primary four learners in the study context. Moreover, there were minimal opportunities for reading, writing, speaking, and listening practice. The instructional materials and learning activities were too limited to include culturally relevant resources and interactive tasks. These limitations highlighted the need for alternative instructional strategies. In Phase Two, participants engaged with the Integrated Approach framework, informed by Widdowson’s (1978) principles, to design and implement alternative instructional strategies. In Phase Three, the intervention was evaluated. Despite challenges such as limited instructional time, rigid lesson planning formats, and evolving learner aspirations, the study demonstrated that adapting the Integrated Approach can provide viable strategies for contextualizing English language communicative skills instruction in remote contexts like Karamoja.

Keywords: English language Communicative skills instruction, Integrated Approach, Experiential Learning, Primary Four level class, Remote Karamoja

Supervisors

1. Dr. Rebecca Nambi                                  
2. Dr. Josephine Najjemba                       
3. Assoc. Prof. Sigrid Orevik        

Your presence and participation will be highly appreciated as we support the student in this important academic milestone.