NELIMA JUDITH2026-09-302026-09-302026-09-30NELIMA JUDITHhttps://bdears.busitema.ac.ug/handle/123456789/9802This research report explores the linguistic reasoning processes of student teachers, focusing on how they formulate linguistic questions, consult relevant sources and construct arguments. The study was conducted at Busitema University, involving 32 student teachers from the Education program. The primary aim was to understand the mechanisms underlying their linguistic engagement to inform pedagogical improvements. The problem addressed is the observed gap in student teachers' ability to engage deeply with linguistic concepts which affects their teaching efficacy. The purpose was to analyze their reasoning processes with specific objectives: (1) to examine how student teachers ask linguistic questions, (2) to investigate how they consult linguistic sources and (3) to assess how they build argumentation. Research questions included: What strategies do student teachers use to formulate linguistic questions? What types of sources do they prefer and why? How do they structure arguments based on linguistic evidence? A mixed-methods approach was employed, including surveys, interviews and observation of classroom activities. Data were analyzed using thematic analysis for qualitative data and descriptive statistics for quantitative data. Validity was ensured through triangulation and ethical considerations included informed consent and anonymity. Findings revealed that student teachers often asked surface-level questions due to limited exposure, primarily consulted online sources like dictionaries and academic websites and built arguments through logical sequencing but struggled with evidence integration. Interpretation linked these to curriculum deficiencies, suggesting enhanced training in critical linguistics. Conclusions highlight the need for targeted interventions with recommendations for curriculum reform, further research on digital literacy in linguistics and policy changes to integrate reasoning skills in teacher education. This study contributes to improving student teachers' linguistic proficiency, ultimately benefiting language education outcomes.en-USBook