Linguistic understanding in young learners (cognitive limits of primary school learners).
| dc.contributor.author | Wageno, Tereza | |
| dc.date.accessioned | 2026-10-19T05:35:42Z | |
| dc.date.available | 2026-10-19T05:35:42Z | |
| dc.date.issued | 2026 | |
| dc.description | Undergraduate research report | |
| dc.description.abstract | This study investigated the influence of cognitive development on the linguistic understanding of primary school learners in multilingual classrooms, using Mahanga Primary School in Nagongera Sub-county, Tororo District, Uganda, as the study area. The study was guided by four objectives: to examine the influence of cognitive constraints on learners' linguistic understanding, investigate the cognitive-linguistic strategies employed by learners, assess instructional practices used by teachers, and develop evidence-based pedagogical recommendations for improving language learning. A mixed-methods research design was adopted, involving a sample of 40 participants comprising learners, teachers, and school administrators. Data were collected using standardized cognitive assessment tasks, classroom observations, semi-structured interviews, and learner language records. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings revealed that cognitive constraints, particularly working memory, executive functioning, and abstract reasoning, significantly influence learners' linguistic understanding in multilingual classrooms. Learners frequently employed cognitive-linguistic strategies such as code-switching, cross-linguistic transfer, and conceptual translation to enhance comprehension. The study further established that learner-centered instructional approaches, the use of appropriate teaching and learning materials, collaborative learning, and strategic use of local languages positively supported learners' cognitive and linguistic development. The study concludes that aligning classroom instruction with learners' cognitive developmental abilities is essential for improving language comprehension and academic achievement in multilingual educational settings. It recommends strengthening teacher capacity in cognitively responsive pedagogy, promoting learner-centered teaching approaches, integrating appropriate multilingual instructional strategies, and enhancing curriculum implementation to improve linguistic understanding among primary school learners in Uganda. | |
| dc.description.sponsorship | Dr. Nakazinga Reacheal ; Dr. Tendo Shira ; Busitema University | |
| dc.identifier.citation | Wageno, T. (2026). Linguistic understanding in young learners (cognitive limits of primary school learners). [Unpublished undergraduate research report]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/11079 | |
| dc.language.iso | en | |
| dc.publisher | Busitema University | |
| dc.title | Linguistic understanding in young learners (cognitive limits of primary school learners). | |
| dc.type | Other |