East African Journal of Arts and Social Sciences

Direct or Indirect Instruction on Environmental Print in Enhancing Letter Name Knowledge in Tanzanian Public Pre-Primary Classes: Which Works Better?

2025-07-24T19:31:25+02:00

The current study investigated the effects of direct and indirect instruction on environmental print to enhance Letter Name Knowledge (LNK). The research's foundations were sociocultural (direct) and constructivist (indirect) theories. The study was an eight-week intervention. It took place in the Shinyanga District Council, Tanzania, using a positivist, quantitative approach with a randomised experiment design and no control group. The study included two experimental groups—direct and indirect instruction—across six randomly selected schools from three wards. The participants were public pre-primary children, 293 (162 indirect, 131 indirect) and six teachers (three from each instructional type). The pre-primary teachers were responsible for enhancing LNK during the environmental print intervention, and their work was evaluated using the Fidelity Implementation checklist. The findings indicated insignificant differences in direct and indirect instruction on environmental print on enhancing LNK in both pretest and posttest. Data were collected through intervention tests and observations. Independent samples t-test, Welch t-test, and Kendall's Coefficient of Concordance (W) were used in analysing data. The finding is substantiated by constructivism and sociocultural theory, which suggest that both instructional strategies work better. This perspective supports the idea that both instructions contribute to ensuring that all children, regardless of their background, receive equitable access to quality early literacy education. Improvement in LNK is crucial, as it fosters early reading skills in children, ultimately contributing to equitable quality education, which supports sustainable development goals (4). Recommendation to the Ministry of Education, Science and Technology to develop and provide professional development workshops for pre-primary educators focused on effective strategies for teaching environmental print to enhance letter name knowledge (LNK). Further research needs to be done on pre-primary teachers' views on the challenges and benefits of environmental print strategies. Also, research is needed on the impact of environmental print instruction on children with diverse learning needs and backgrounds.

Lexical Errors in First-Year Undergraduates’ English Compositions: An Error Analysis Approach

2025-07-28T21:52:49+02:00

This article explores the use of the Error Analysis (EA) approach in investigating lexical errors in the written English compositions of first-year undergraduate students. Lexical competence is a crucial component of academic writing proficiency, yet it remains a persistent challenge for second-language (L2) learners at the university level. The study employed a qualitative research design, which was descriptive in nature. Using a corpus of essays collected from 20 first-year undergraduates who were studying English Communication Skills for Professional Development, the study applied a structured EA framework to identify lexical deviations in the students’ compositions. It then categorised the lexical deviations using the distinction between form-oriented and content-oriented lexical errors, which had nine subcategories. The study justifies the choice of EA over other analytical approaches by emphasising its learner-centred focus, practical applicability, and methodological clarity. While acknowledging critiques of EA—such as its limited focus on errors and potential subjectivity in error classification—the paper defends its relevance by drawing on the work of scholars who support its use in pedagogical research. Findings revealed that errors in word formation/morphology, as well as misspelling errors, were the most prevalent, highlighting the need for targeted vocabulary instruction. The study concludes by discussing the pedagogical implications of the findings and proposing directions for future research into lexical development and instructional design

An Empirical Study on the Perceptions of Academic Stress among Selected Second-Year Undergraduate Students at Bugema University: A Qualitative Study

2025-07-28T21:52:49+02:00

This study explored the perceptions of academic stress among selected second-year undergraduate students at Bugema University, focusing on the sources of stress, its manifestation in academic lives, and the coping mechanisms employed by students. A phenomenological approach was used, with 15 students purposively selected from the School of Business and Economics, the School of Education and Humanities, and the School of Health Sciences. Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed that academic stress at Bugema University was influenced by factors such as academic demands, financial challenges, interpersonal issues, and program-specific stressors. The impact of stress manifests in mental health challenges, decreased academic performance, and social withdrawal. Students adopted a range of coping mechanisms, including problem-focused strategies, emotional support, and avoidance behaviours. However, maladaptive coping strategies were found to exacerbate stress. The study recommended that universities, particularly Bugema University, implement more comprehensive support systems, including time management workshops, mental health services, and mentorship programs to address students’ academic and emotional needs. The study also suggested providing financial aid and promoting positive faculty-student relationships to reduce academic stress. Future research could expand to a larger sample and explore different academic years or universities to better understand the broader implications of academic stress in higher education

Effects of Student Loan Administration Mechanisms on Access to University Education in Uganda

2025-07-28T21:54:31+02:00

This study examines the effect of student loan administration arrangements on access to higher education in Uganda, utilising primarily quantitative and little qualitative evidence derived from a cross-sectional survey of 217 university students selected through stratified random sampling. In applying regression analysis, the study demonstrated a highly significant relationship between funding adequacy and access (R = 0.642, p < 0.01), with perceived funding accounting for 41% of the variation in access. For every one-unit increase in loan perceived adequacy, access increased by 47%, highlighting the key role of sufficient financial provision. The study also determined a moderate but very significant positive correlation between the inclusiveness of the loan scheme—measured in terms of rural coverage, transparency, and publicity—and access among low-income students (R = 0.537, p < 0.01), with 28.4% of the variance accounted for by inclusiveness. Qualitative data suggest that rural and disadvantaged students are discouraged by complex paperwork, the absence of outreach efforts, and language barriers. Additionally, the timeliness of loan approval and disbursement was highly related to student retention (R = 0.491, p < 0.01), with an Odds Ratio of 3.10, such that students with timely disbursements were over three times as likely to remain enrolled. These findings affirm that adequacy of funding, administrative inclusiveness, and timely disbursement are primary determinants of access and persistence. The paper concludes by urging the Ministry of Education, HESFB, and stakeholders to enhance outreach, decentralise service delivery, improve disbursement efficiency, and target support for rural, female, and disadvantaged students to achieve transformative and sustained access to higher education in Uganda

Role of Orientation Program on Instructional Language Proficiency Among Form One Students in Moshi Rural District, Tanzania

2025-07-31T18:01:39+02:00

The purpose of the current study was to explore the role of the Orientation Program in instructional language proficiency among Form One Students in secondary schools in Tanzania, with a specific focus on Moshi - Kilimanjaro. The present study employed a qualitative approach and case study design. Data were collected through semi-structured interviews, unstructured observations, and closed-ended questionnaires. The study reveals that the Orientation Program has superimposed functions of harmonising the language gap and enhancing a smooth transition of students to secondary school English medium instruction. These functions were added to the primary function of the Orientation Program to improve Instructional Language proficiency. Furthermore, observations revealed that Schools X and Y dedicated more learning activities, which suggests their students potentially receive a more comprehensive exposure to the Orientation Program's intended aim than students in other schools. The study recommends that the Form One subjects' syllabi be reviewed to ensure the Orientation Program is embedded as the first topic for consistency and standardised implementation across schools

Affirmative Action Policies and Female Education in Gulu University: An African Philosophical Perspective

2025-08-04T22:10:19+02:00

The implementation and impact of Affirmative Action policies on female education at Gulu University remain low. Affirmative Action policies are vital in changing the community's perspective on female education in Higher Education. Despite the implementation of the Affirmative Action policies in Gulu University, their impact remained low. This study involved 524 participants using a cross-sectional research design based on mixed methods of qualitative and quantitative approaches. Whereas Affirmative Action had a significant effect on female Education nationally, it was not the case in Gulu University. For instance, more male students are admitted and registered compared to their female counterparts. At graduation, which is the completion and exit point, fewer females graduate compared to males. Records and literature showed that the policy worked for categories of females from specific regions, districts, and schools. The study established that most females who had benefited from Affirmative Action were not from Northern Uganda’s districts and schools. For the past five years, the percentage of female students’ enrolment has ranged between 35.6% to 39.4 %. Furthermore, in the 17^th Graduation of Gulu University, 34.5% females graduated compared to 65.5% males. This is an indicator that the affirmative Action policy seems not to equally benefit females in Higher Education. Whereas this is an improvement in the enrolment of female students, their completion rate remains a challenge. This does not synchronise with the African philosophy of contextualising African solutions through the ‘Africa we want’. This study informs policy-making in countries grappling with the challenges of female education in higher institutions of learning

Neglected Narratives: Underrepresentation of Indigenous and Minority Voices in Drama Education in Kenya

2025-08-05T19:48:08+02:00

Drama education in Kenya, situated within the broader postcolonial context, has gained prominence through curriculum reforms such as the competency-based curriculum, which prioritises learner-centred, creative pedagogies aimed at fostering critical thinking, cultural awareness, and social justice engagement. Despite this, indigenous and minority voices remain persistently underrepresented in secondary school drama syllabi, teaching materials, and performances. Anchored in postcolonial theory, particularly Ngugi wa Thiong’o’s concept of epistemic decolonisation, this study investigated how curricular content, teacher training, and institutional biases privilege Eurocentric and elite African narratives while marginalising oral, vernacular and community-rooted performance traditions. The study employed a qualitative approach. For data, it analysed drama curricula, set texts, and festival performance practices, complemented by interviews with purposively sampled teachers of drama in Kenya. Findings revealed a dominant curricular bias towards Western canonical texts, significant teacher training deficits in indigenous dramaturgy, scarcity of published indigenous scripts and culturally tailored teaching resources, and festival adjudication criteria favouring polished theatricality over cultural authenticity. These systemic exclusions hinder student identity affirmation, cultural legacy, and the transformative potential of drama education. The study recommends curricular revision to incorporate diverse cultural narratives, comprehensive decolonial teacher training and support for indigenous playwriting and theatrical adaptations

Promotion of Shared Leadership in Technical Institutes in Uganda: Case of Eastern Uganda

2025-08-08T15:29:20+02:00

This article investigates the current state and practices of shared leadership within Public Technical Institutes in Eastern Uganda. Drawing on qualitative data, the study explores the perceived adoption of shared leadership, the variations in its implementation, and the role of instructor collaboration. The study employed purposive sampling for Principals and convenient sampling for instructors and Heads of Department. Data was collected using semi-structured interviews, participant observations and document analysis for purposes of triangulation and credibility. Findings reveal a growing, albeit inconsistently applied, recognition of shared leadership, influenced by global educational trends and local pragmatic needs. While collaboration among instructors is evident, the transition from traditional hierarchical structures to genuinely shared leadership models faces significant challenges, including deeply ingrained cultural norms, limited instructor involvement, and implementation inconsistencies. The study underscores the critical importance of fostering a more inclusive and collaborative leadership environment to enhance instructor effectiveness and the overall quality of technical education in Uganda

Integrating Indigenous Knowledge Systems into Higher Education: A Case Study of African Rural University

2025-08-11T21:13:27+02:00

This study investigates the integration of Indigenous Knowledge Systems (IKS) into higher education using the African Rural University (ARU) in Uganda as a case study. Amidst global debates on the decolonisation of education and the revival of marginalised epistemologies, ARU stands out as the first all-women university in Africa to structurally embed IKS in its curriculum, pedagogy, and institutional philosophy. The study examines how IKS is operationalised in ARU’s programs, particularly through courses such as African Philosophy and Indigenous Knowledge Systems, as well as the unique use of Traditional Wisdom Specialists as university instructors. Adopting a qualitative case study design, data were collected through interviews, observation, and document review. Findings indicate that ARU's curriculum is composed of 40% practical and 60% theoretical learning, equipping students with hands-on skills in herbal medicine, indigenous agriculture, cultural ethics, and participatory development. Graduates emerge as Rural Transformation Specialists who are employed by the parent organisation, Uganda Rural Development and Training Programme (URDT), to serve as epicentre managers in rural communities. The study concludes that the ARU model offers a compelling framework for integrating Indigenous and academic knowledge systems to foster relevant, context-sensitive, and transformative education. It recommends broader policy support for IKS in African higher education, as well as further research into its long-term impact on sustainable development and rural transformation

Melodrama Tropes as Language Registers of Trauma in the Gacaca Trilogy

2025-08-25T12:24:28+02:00

This paper examines how melodrama tropes function as language registers of trauma in one of the Gacaca Trilogy: Living Together Again in Rwanda (Aghion, 2003). Therefore, the paper sought to interrogate how the documentary employed melodrama tropes as a narrative framework technique to depict narrative registers of trauma. Initially, the paper explored the melodrama trope of recognition, rooted in a symbolic Manichean worldview, to narrate the major conflicts of the selected trilogy. Therefore, it scrutinised how the trilogy's narrative structure is constructed around moral oppositions of 'good and evil' to represent trauma, and secondly, it examined melodrama's last-minute rescue trope that narrated sudden interventions that saved a character from despair. The paper employed a multi-modal transcription method for decoding primary data, and the findings were interpreted using narratological and literary trauma theories. The paper revealed that Manichean and last-minute melodramatic tropes function as key narrative devices that encode traumatic experiences, shaping the documentary's registers of trauma. In addition, the paper concluded that these melodrama tropes mediate the representation of war trauma, contributing to broader discourses on memory, violence, and the narrative structure of the Gacaca trilogy

A Critical Overview of Second Language Acquisition Research on Corrective Feedback

2025-08-25T09:58:02+02:00

This paper provides a critical overview of Second Language Acquisition (SLA) research on corrective feedback (CF), laying the groundwork for a clear foundation. To this end, it has scrutinised different CF techniques, drawing upon influential taxonomies by Allwright and Bailey (1991), Lyster and Ranta (1997) and Ellis (2009), clarifying the distinction between errors and mistakes to ensure a comprehensive understanding. This review rigorously analysed SLA research on CF through the lens of ongoing controversies surrounding its role and practical application by reviewing around 97 sources. Adopting a comparison of early and recent studies as an insightful criterion, the overview established a timeline and compared methodologies, theoretical frameworks, and findings. Applying Hendrickson's (1978) framework, commonly employed in EC and SLA research, the paper addresses key controversial questions. Accordingly, it is critical to review whether CF is effective in SLA or not (should errors be corrected), what type of CF is the most effective, who should do the correction, which errors to correct, and the ideal timing for providing CF. Hence, the analysis focused on providing a nuanced understanding of the multifaceted and often questioned role of CF in SLA. The overview reveals that a clear understanding of the existence and role of errors, along with a positive attitude toward EC, enables teachers to recognise CF as an essential component of SLA, particularly in teaching English as a foreign language. It also shows that recently, researchers are making a shift of focus from dealing with whether CF works to investigating which CF works best

Teacher Effectiveness and Learners' Academic Achievements in Biology O-Level Secondary Schools of Rwampara District

2025-08-12T19:38:46+02:00

The main purpose of this study was to examine the impact of teacher effectiveness on learners’ academic achievements in Biology in O-Level secondary schools within Rwampara District, Uganda. The study employed a descriptive survey research design and used a sample of 297 respondents determined using the Krejcie and Morgan table 1970. The findings revealed that there is a strong and statistically significant positive correlation (r = 0.66) between teacher effectiveness and learner academic achievement. Approximately 44% of the variance in student performance could be explained by teacher-related factors. This result highlighted the critical influence of teacher effectiveness on academic success, emphasising the need for support and capacity building for Biology teachers. Teacher effectiveness is a cornerstone of academic achievement in Biology. While educators demonstrate strength in core teaching competencies, systemic barriers hinder peak instructional quality. Student performance reflects both strengths and shortcomings in current teaching practices, and the positive correlation between teacher effectiveness and achievement confirms the importance of focused investment in teacher development. For Teacher Effectiveness: The Ministry of Education and school leaders should implement continuous professional development (CPD) focusing on modern, student-centred teaching strategies, access to global content, and effective classroom management. For Learner Achievement: Schools must reinforce hands-on and project-based learning, actively monitor student attendance, and ensure standardised project assessments aligned with curriculum goals. For Teacher–Student Achievement Link: Educational authorities should introduce targeted support for underperforming teachers through mentorship and coaching, while establishing recognition and reward systems to motivate high-performing educators

Navigating Household Care Dynamics: Examining Gendered Roles in Low-Income Tanzanian Households

2025-08-13T19:28:22+02:00

This study critically examined the gendered division of household care work in low-income households in Tanzania, exploring the relationship between cultural norms, economic realities, and gender roles. The study utilised a narrative literature review to synthesise existing research from 2000 to 2024 on the socio-economic and cultural factors contributing to gender inequalities in household care dynamics. Findings indicate that women spend an average of 4.4 hours of unpaid care work daily, compared to 1.4 hours for men, limiting their participation in paid employment and reinforcing economic dependency. Although urban areas exhibit a gradual shift toward shared caregiving, traditional gender norms remain deeply entrenched, particularly in rural areas. Despite the existence of frameworks such as Tanzania's Vision 2025, weak enforcement and cultural resistance hinder progress. The study concludes that addressing gendered household care dynamics is essential for advancing gender equality, enhancing household well-being, and fostering sustainable social development in Tanzania. The study calls for gender-sensitive social protection programs, recognition of unpaid work in labour policies and increased male engagement in caregiving responsibilities

Employee Resilience and Psychological Well-Being of Teachers in Government-Aided Secondary Schools in Nakawa Division, Kampala Capital City Authority, Uganda

2025-08-13T21:47:26+02:00

This study assessed the influence of employee resilience on the psychological well-being of teachers in government-aided secondary schools in Nakawa Division, Kampala Capital City Authority, Uganda. Specifically, the study tested whether employee resilience, including living authentically, maintaining perspective, and managing stress, influenced the psychological well-being of teachers. Employee resilience was conceptualised as encompassing interpersonal fit, feelings of competency, thriving, perceived recognition, and a desire for involvement. Using a quantitative approach and correlational research design, the study surveyed 184 teachers and analysed the data using structural equation modelling (SEM). The findings revealed that authentic living and maintaining perspective had a significant and positive impact on psychological wellbeing, while managing stress had a positive but insignificant influence. The study concluded that authentic living and maintaining perspective are important for teachers' psychological well-being, while stress management may not be a priority. Based on these findings, the study recommended that school administrators implement measures to support teachers in practising authentic living and maintaining perspective, but not prioritise stress management. The practical contribution of this study is that it provides insights for school administrators and policymakers to develop and implement effective interventions aimed at promoting teachers' psychological well-being by focusing on authentic living and maintaining perspective, rather than largely emphasising stress management

Organisational Justice and Psychological Well-Being of Teachers in Government-Aided Secondary Schools in Nakawa Division, Kampala Capital City Authority, Uganda

2025-08-13T21:47:26+02:00

How Students View Themselves: Use of Self-Portraiture as an Avenue for Expression of the Self among Diploma Art Students at Kenyatta University, Nairobi, Kenya

2025-08-18T14:15:16+02:00

When students create portraits, they approach the assignment with an open mind, with the basic purpose of creating a picture bearing a significant likeness of the subject. It is subsequently presumed that when they draw their self-portraits, this quest to portray an accurate likeness is enhanced and attracts their specific interest. This study sought to find out whether, in the formative Diploma stage in drawing, students were able to meet the basic expectations of portrait drawing. Although this was not designed to be a comparative study with other units at the degree level, it also sought to find out whether the level of entry was a factor in the definition of quality of work as defined in portraiture. The study selected 24 self-portrait drawings that were deemed to have attained a significant level of completion within the time frame allocated. The level of completion here referred to a holistic depiction of the self that was adequate to enable analysis. The drawings were analysed using formal analysis through the examination of regular elements such as line, shape, light and shade, and texture, as well as the application of principles such as proportion and balance. Students were encouraged to draw using freehand. The analysis also included the basic approaches to drawing portraits, such as placement and alignment of eyes, nose, mouth, hairline, cheekbones, chin, and facial edges. The analysis also included the presence of the concept of likeness, which is a critical factor in the essence of portraiture; the self must appear as the self to a significant extent for self- gratification It can be deduced from the study that students emanated significant satisfaction in creating self-portraits through drawing particularly in attaining a certain degree of ‘self-likeness’. It can also be deduced that self-portraits bear the visual tendency to provide a veneer of self-examination akin to peering through a mirror. The study concluded that this incursion into the self was an important visual assessment of how students ultimately viewed themselves, although they understood their innate personalities from the onset.

Community Participation and Sustainability of Education Project: The Case of Kenya Equity in Education Project in Kakuma Refugee Camp, Kenya

2025-08-19T18:47:53+02:00

Community participation in monitoring and evaluation is essential for sustainable education projects; yet, without lasting structures, even high involvement may fail to secure long-term impact in protracted refugee situations. This study examined the influence of community participation in monitoring and evaluation on the sustainability of the Kenya Equity in Education Project (KEEP). The study was grounded on the Ladder Theory of Participation and Stakeholder Theory. This study employed a descriptive research design and used stratified and simple random techniques in selecting 11 project staff, 26 teachers, and 154 parents from a target population of 20 project staff, 50 teachers, and 294 parents. Questionnaires were administered to parents, teachers, and project staff; Focus Group Discussions were conducted with illiterate parents; and interviews with key informants. Community participation in monitoring and evaluation has a significant effect on the sustainability of the Kenya Equity in Education Project (β4=0.460, p=0.000). This study found that there were high levels of participation in monitoring. A significant 96% of community members participated in monitoring the performance of the girls; 87% provided feedback on the impact of the Project; and 31.6% assessed the progress of the construction of school facilities. The Kenya Equity in Education Project was not sustainable as the operations of the project ceased upon the conclusion of the implementation timeframe. This study recommends that: Donors enact policies making it mandatory for organizations to reserve a certain percentage of positions for communities in the project management team as a pre-condition for funding their projects. Windle International Kenya to enact a policy that will require beneficiary communities to contribute 10 to 20 percent of resources through funds or materials during the implementation of projects

Effect of Stressors and Coping Strategies on Preservice Teacher-Trainees’ Academic Performance in Ugandan Universities

2025-08-21T14:47:20+02:00

University students generally face numerous stressors that impede their academic performance. The study aimed at exploring how stressors and coping strategies affected the academic performance of preservice teacher-trainees in universities in the Central region, Uganda. A sample of 554 teacher-trainees enrolled on the BA(ED) and BSc (Ed) programmes from three universities participated in the study to ascertain the effect of stressors and coping strategies used. The study further sought views from 346 respondents enrolled in years two and three to establish the effect of stressors and coping strategies on their academic performance. The first years were excluded since they had not received their results at the time of data collection. The results revealed that teacher-trainees used myriad coping strategies to avert the effects of stressors. Results further revealed a significant negative relationship between stressors and academic performance (r= -0.239**, p=0.000< 0.05). This negative correlation implied that as stress increased, the academic performance of teacher-trainees reduced. Results further revealed a negative relationship between coping strategies and academic performance measured by their current CGPA (r= -0.089, p= 0.099>0.05). Thus, the way teacher-trainees coped with stress had a very minimal impact on their academic performance. Problem-focused coping had a positive relationship with academic performance, unlike emotion-focused and avoidant coping strategies. The study concluded that problem-focused coping could improve academic performance compared to maladaptive strategies such as emotion-focused and avoidance coping strategies. The study recommended strengthening the orientation of new students into university life and continued mentorship throughout their stay at university. The university managers should strengthen counselling programmes and encourage peer counselling for the students. Lastly, students should be guided in setting realistic academic goals and managing their time appropriately

Empowering Women in Higher Education: Developing Effective Interventions to Promote Women's Employability in South Sudan Public Universities

2025-08-22T15:07:34+02:00

This study aimed to identify the challenges faced by women in South Sudan's public universities and propose strategic interventions to promote women's employability. A mixed-methods approach was used, combining quantitative and qualitative data collection and analysis methods. The study revealed that women in South Sudan's public universities faced significant socio-cultural, economic, systemic, and political barriers that hindered their employability. These barriers were deeply ingrained in the country's patriarchal society, where women were often expected to prioritise domestic duties over their careers. The lack of representation and opportunities for women in leadership positions, limited access to education and training, and discriminatory practices were major obstacles to women's employability. The study's sample consisted of 200 participants, including academic staff and National Council for Higher Education members. 43.8% of respondents strongly agreed that women are underrepresented in leadership positions in South Sudan public universities, while 30.9% agreed with this statement. 32.6% of respondents strongly agreed that women in South Sudan public universities face significant barriers to career advancement, while 33.7% agreed with this statement. 29.8% of respondents strongly agreed that the current recruitment process in South Sudan public universities is fair and transparent for women, while 25.3% agreed with this statement. The study recommended that policymakers and university administrators implement policies and programs that promoted equal opportunities and non-discrimination, such as affirmative action policies and gender-sensitive recruitment processes. Universities were advised to provide training and mentorship programs for women, create a supportive and inclusive environment, and offer economic empowerment programs to promote women's employability. Public awareness campaigns were also suggested to challenge traditional gender stereotypes and promote gender equality in education and the workplace. The study's findings had significant implications for promoting gender equality and women's economic empowerment in South Sudan. The study's recommendations informed policies and interventions aimed at promoting women's employability and reducing gender disparities in education and the workforce.

The Evaluative Lexicogrammar Used to Depict the Uganda Police Force in Fire News Reports

2025-08-22T15:07:33+02:00

This study examines the depiction of the Uganda Police Force (UPF) in fire news discourse. It explains the evaluative lexicogrammar that news writers invoke to portray UPF response during fire emergencies. Consequently, the study analyses two news reports published on 26 February 2009 about a fire incident at the Park Yard Market, one of the largest markets in Uganda. Using a discourse analytical research design, it explores how New Vision and Daily Monitor journalists depict UPF in fire news discourse. The study is guided by the Appraisal theoretical framework, engaging two resources of Attitude (i.e., Judgment and Appreciation) in the analysis of hard news stories. The results across the two news reports demonstrate that the writers largely invoked material process verbs because crisis management requires more police actions than descriptions. The process verbs are followed by noun phrases, adverbs, adverbials, and patterns of reported speech. This study contributes to discourse analysis since it demonstrates how specific evaluative lexicogrammar constructs evaluative meaning in news reporting. It also illustrates the practical use of appraisal theory in analysing the conduct and performance of entities such as the Uganda Police Force. The study further advances appraisal theory by revealing that, alongside the established evaluative polarities (i.e., positive and negative), evaluators can also take on vague or neutral positions. This article is extracted from my PhD project. Further research on different fire categories should be conducted to explore the nature of language used to portray police performance. This will reinforce the current study by expanding the sampling frame and scope of content