Welcome to Bugema University - E-Learning Platform.

The course surveys definitions of Language; functions of Language in Society; theories of Language Origin; Spoken and Written Languages; Classification of Languages; Language and the Individual. The course also covers theories of language learning; L1 acquisition; L2 learning/acquisition: the language environment; internal monitor model and related hypothesis; the bilingual; individual learner differences: effects of age; the critical period hypothesis, the ‘good’ language learner; input and interaction:  ‘Motherese’ and L1 Acquisition, sources of L2 input, formal and natural setting; implications for language teaching in Primary Teachers’ Colleges and Primary Schools.

The course is an In-depth study of the following; - One African Language: its Phonology, standard orthography, morphology, syntax and semantics; a comparative analysis with other African Language. Possible Languages for study are as follows: Luganda, Runyoro/ Rutooro, Runyankole/Rukiga, Luo, Ateso/Ng’akarimojong, and Kiswahili. 

This course surveys sentence analysis using traditional grammar diagrams; syntax error analysis; vocabulary development; spelling; punctuation; and general grammatical propriety in both oral and written discourse.

This course deals with practice in the four basic language skills:  delivering speeches; person to person communication; group discussions, taking dicta tions; reading and comprehension; effective and ineffective reading habits; writing essays and summaries.

The course surveys the general principles of materials writing; some basic principles of communicative materials design; concept of ‘task’ in task-based language teaching; use of texts as ‘input’ in language teaching materials; matching task types with syllabus objectives; designing learning tasks for the four language skills; integration in materials writing: designing a unit and evaluating samples of language teaching materials.

The introduces the student to the understanding of the adult, his cognitive level and background knowledge; differences between child and adult lan guage learning/ acquisition; the formal and non-formal modes of adult lan guage learning; materials and methods; the teacher’s role as a facilitator; resources and support systems.