Instruction in Luganda and Assessment in English: The Case Teaching Practice at Makerere University
Fred Masagazi Masaazi

Abstract
The teaching and learning process requires a realistic assessment plan to establish the level of knowledge and skills acquisition basing on teaching and learning objectives. The language used for instruction and assessment is important in achieving the objectives. This is a study on Makerere University Luganda student teachers whose classroom lectures and theory examinations are conducted in Luganda as the language of instruction (LOI) while their teaching practice (TP) is on the contrary assessed using English as the language of assessment (LOA). This paper advocates the use of Luganda as the language of instruction as well as the language of assessment during TP. Using multi-modal instruments in qualitative paradigm, data was collected from Luganda teacher trainees and supervisors to explore effects of the above TP assessment arrangement and propose remedies for effective and fair assessment. The findings indicated that the use of English to assess students teaching using Luganda was not right. The student teachers felt that the practice of being assessment using English as LOA with supervisors some of whom cannot even speak Luganda was unfair and unrealistic. To improve the TP exercise and future assessment of Luganda teacher trainees, it was recommended that Luganda should be used as LOA for Luganda language teacher trainees on TP.

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