Transitioning from a Local Language to English as a Medium of Instruction: Rwandan Teachers' and Classroom-Based Perspectives

Autor/in	Sibomana, Emmanuel
Titel	Transitioning from a Local Language to English as a Medium of Instruction: Rwandan Teachers' and Classroom-Based Perspectives
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 4, S.1259-1274 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sibomana, Emmanuel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2020.1749554
Schlagwörter	Foreign Countries; Language of Instruction; Language Planning; Educational Change; English (Second Language); African Languages; Elementary School Students; Grade 4; Limited English Speaking; Barriers; Code Switching (Language); Drills (Practice); Access to Education; Educational Quality; Native Language; Language Proficiency; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; Sprachwechsel; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; School year 04; 4. Schuljahr; Schuljahr 04; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Language skill; Language skills; Sprachkompetenz; Ruanda
Abstract	Language-in-education policies in Africa are believed to be a factor of poor quality education on the continent as languages learners are not conversant with continue to take the lead as languages of teaching and learning. This paper explores the experience of teachers and learners in Rwanda transitioning from Kinyarwanda to English as a medium of instruction in Grade Four and the implications thereof for teaching and learning. Data was collected from two public schools where two 'Social and Religious Studies' lessons were observed in each school: one in Grade Three and another in Grade Four. One Grade Four teacher from each school filled in a questionnaire and was interviewed. The analysis of the data followed thematic content analysis methods. The findings indicate that the transition is challenging for both teachers and learners due to their limited proficiency in English. Learners' engagement is very limited and teachers resort to unplanned code-switching, language pairing and content simplification. As a result, classroom interactions are dominated by drilled repetitions after the teacher, with extremely limited understanding a situation, which impedes learners' deep understanding and, de facto, access to quality education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01