PSYCHOLINGUISTICS AND ITS APPLICATION IN THE CLASSROOM AMONG PUPILS AT ROCK VIEW PRIMARY SCHOOL IN TORORO DISTRICT, UGANDA.
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Date
2026-09-17
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Abstract
This study investigates the application of psycholinguistic principles in the teaching and learning
processes among pupils at Rock View Primary School in Tororo District, Uganda.
Psycholinguistics, as an interdisciplinary field combining psychology and linguistics, focuses on
understanding how the human mind processes, acquires, and produces language. In the context
of primary education, the application of psycholinguistic knowledge can enhance pupils’
comprehension, reading, and oral communication skills, especially in multilingual settings such
as Uganda, where English is used as the medium of instruction for learners whose first language
is different. Language plays a central role in the cognitive and academic development of learners.
However, in many Ugandan schools, the teaching of language often emphasizes content delivery
over understanding how pupils mentally process and internalize language concepts. As a result,
many pupils face persistent challenges in reading, comprehension, and effective communication.
The current curriculum does not fully integrate psycholinguistic strategies, and most teachers
have limited knowledge of how to apply them in classroom instruction. This gap in teaching
methodology has contributed to low literacy levels and limited learner engagement in language
related subjects.
The purpose of this study is to examine how psycholinguistic principles can be practically
incorporated into classroom instruction to improve pupils’ language acquisition and overall
academic performance. Specifically, the study seeks to assess the extent to which the current
primary school curriculum integrates psycholinguistic principles, evaluate teachers’ knowledge
and competence in applying psycholinguistic strategies, and determine the impact of these
strategies on pupils’ reading, comprehension, and oral communication skills. Through this
analysis, the study aims to provide recommendations for improving language teaching methods
and curriculum design in Ugandan primary schools. The study will be guided by the following
objectives: to examine the extent to which the curriculum integrates psycholinguistic principles;
to determine the impact of psycholinguistic strategy application on pupils’ language skills; and to
propose recommendations for teacher professional development and curriculum improvement.
The research questions will focus on how teachers understand and apply psycholinguistic
approaches, what challenges they face in implementation, and what outcomes these strategies
have on learners’ performance.