Pedagogical Gaps in Teachers’ Implementation of Play- Based Pedagogy for English Vocabulary Instruction: Evidence from a Ugandan Lower Primary School
Gillian Patricia Atuheire¹, Rebecca Nambi², Mathias Bwanika Mulumba² and Josephine Najjemba²
¹ Wema Uganda, Kampala, Uganda
² School of Education, College of Education and External Studies, Makerere University, Kampala, Uganda
Email: g.atuheire@wemauganda.org
Abstract: Play-Based Pedagogy (PBP) is increasingly recognised as an approach for supporting children’s language development through meaningful and interactive learning experiences. In Uganda, the lower primary thematic curriculum promotes learner-centred approaches; however, translating these expectations into purposeful classroom practice remains challenging. This study examined the pedagogical gaps in Primary Three teachers’ use of PBP for English vocabulary instruction in a primary school in Kampala District, Uganda. The study adopted a qualitative Participatory Action Research design and reports diagnostic evidence generated before a professional learning intervention. Four Primary Three teachers were purposively selected. Data were generated through semi-structured interviews, classroom observations, document analysis and a researcher reflection journal and analysed thematically. The findings revealed four interrelated pedagogical gaps: limited conceptual and pedagogical understanding of PBP; limited integration of PBP into vocabulary instruction; limited assessment of learning within PBP; and limited access to materials supporting PBP. Teachers commonly used songs, games and energisers to promote participation and manage classrooms rather than intentionally connecting them to vocabulary-learning objectives. Playful activities were not consistently planned to support meaningful vocabulary use, while assessment remained largely associated with written evidence and marks. The findings align with Sociocultural Theory and the Input Hypothesis, highlighting the importance of scaffolding, learner interaction and meaningful, comprehensible language exposure in vocabulary development. The study concludes that the presence of playful activities does not necessarily constitute purposeful PBP and recommends strengthening teachers’ pedagogical capacity to intentionally plan, facilitate and assess vocabulary learning through play.
