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 Najjemba²¹ Wema Uganda, Kampala, Uganda² 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…