(Re-)examining the standard Kiswahili alphabet in the teaching syllabus for lower secondary schools in Uganda

Kiswahili is a foreign language (FL) in Uganda. Formally, the teaching of begins lower secondary phase. In this phase, had been taught for many years without an authorised syllabus. Nonetheless, 2008, government Uganda launched existing grammatical syllabus (hereafter, 2008 syllabus). It should be noted that, while standard among aims postulated syllabus, information and topics regarding, example, alphabet are missing Pedagogically, situation appears to contrast with, advanced scientific suggestions that learning initial syllabi subsequently, FL classrooms’ activities. Using perspectives on document analysis constitute its methodology, theoretical paper, we first provide general overview as framework FLs, drawing specific examples from Then, analyse established Thereafter, examine Kiswahili. Lastly, propose possible procedures adopting into way facilitating mainly Uganda’s schools.