Exploring tutors experiences in teaching local language as a subject in primary teachers colleges (PTCS): case of Ntinda PTC in Uganda

This study explores tutors experiences in the teaching of local language in Primary Teachers Colleges in Uganda. The study conducted aimed at the teaching of local language in the Four Colleges in Uganda. It further looked at challenges faced by tutors in teaching of local language in PTCs. The study involved six tutors and one Deputy Principal purposely selected from the four Primary Teachers Colleges in Uganda. The same study employed qualitative approaches and exploratory case study design to collect data through observation protocol and one- on- one semi-structured interviews. The findings show that tutors teach local language in English but not in local language itself. Furthermore, colleges lack qualified tutors to teach local language. Hence tutors teach local language using traditional approaches in the multilingual classes. Yet there are no reference materials and resources to support them to teach effectively. Not forgetting that the colleges lack funds to invite resource persons to guide and counsel student teachers in the teaching and promotion of local language in PTCs. The study therefore, recommended that the policy makers do revisit and re-address short falls described in the teaching of LL to allow the practitioners enjoy the teaching and learning of LL. Lastly Ugandan government should draw a plan to ensure that, the teaching of local language in Primary Teachers colleges is followed in Uganda. Also the government of Uganda should create good conducive environment in PTCs to enable tutors teach LL without challenges