Contextualizing English Language Instruction through the Integrated Approach: A case Study of Rural Ugandan Primary Schools

Abstract

The communicative approach to language teaching is recommended in Ugandan primary schools to help learners develop effective English communication skills. However, in rural pastoral communities such as Karamoja, differences in learners’ English proficiency, cultural backgrounds, and learning interests pose challenges for teachers. To address these, teachers need a context-sensitive framework that localizes communicative strategies for effective instruction. This article introduces the Integrated Approach (IA)—an instructional framework adapted to enhance the teaching of English communicative skills in two rural schools in Karamoja. Grounded in action research design and guided by experiential learning theory, the study involved collaborative development of IA strategies with teachers. It details the process of adapting IA to teach selected communicative language components from the primary four syllabus and outlines the implementation procedure. Findings underscore the importance of sustained collaboration between teacher educators and grassroots teachers to improve classroom practice and promote equitable language learning.