An analysis of the implementation of the integrated approach.

      Аннотация: Traditional language and literacy approaches hardly improve learners’ communicative language levels. Therefore, the author presents the integrated approach where learners are engaged in knowledge creation. He further provides a critical analysis of the cognitive constructivist theory of learning as a basis for understanding the teachers’ perceptions of the integrated approach, its implementation process and its challenges. By so doing, all the integral literacy practices, i.e. listening, reading,speaking and writing are enhanced in the classroom. Basing on contextualized and authentic classroom examples, this book has demonstrated that integrated practical-based literacy activities where learners are engaged in tasks, promote meaningful and real communication in the form of content, task-based instruction, literary texts or readers and contextual or experiential learning. Thus, language and literacy educators are positioned to experience the fact that “Successful integration of language learning and teaching moves learners from where they are in terms of their literacy understanding and build on this using real life examples to make learning engaging and relevant".

Ключевые слова: Integrated approach; Communicative competence; Language or Literacy practices; Cognitive constructivist theory; Luganda language; Luganda language classroom