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      Techniques Used by Primary Teachers when Using English as Medium of Instruction in Rubavu District, Rwanda

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      African Journal of Empirical Research
      AJER Publishing

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          Abstract

          Rwanda is an endoglossic country where Kinyarwanda is the first language and mother tongue of Rwandans.  Since English was implemented as Medium of instruction (MoI), most teachers with Kinyarwanda and French background get challenges due to teaching in a new language. They had a lower level of proficiency in English and shortage of teaching resources. This study aimed at investigating techniques used by Primary teachers when teaching in English as MoI and its impacts on learners’ academic performance of many other subjects which are taught through English. The study was conducted in Rubavu District, Rwanda. The entire target population was 300 people comprised of teachers and head teachers. The researchers sampled 62 persons. Purposive sampling technique was used to sample 10 primary schools according to their geographical location and 10 head teachers respectively. The selection of teachers used stratified sampling technique for 52 teachers, where two strata were considered namely new teachers and more experienced teachers. In data collection, the researchers used questionnaire for teachers and interview guide for head teachers. Both descriptive statistics and thematic analysis were used when analyzing the findings.  The key findings of 100% (52) showed that they used teaching aids and oral activities. 13.4% (7) of the respondents strongly disagreed that use of code switching for teachers facilitate them as speakers to change linguistic code   that maintain or destroy interpersonal relationships when teachers teach in English. Amongst techniques used by primary teachers were, stories in English, English songs, games, code switching, role play and use of charts, pictures and books as teaching aids. However, the teachers did not use poem recitation, impromptu speech, classroom presentations and group discussions when teaching their subjects in English. The study concluded that teaching techniques are still paramount to facilitate both teacher and learner’s betterment of the academic performance in all subjects that are taught in English as MoI. The researchers drew some recommendations to different educational stakeholders such as policy makers including government, ministry of education and many other Educational stakeholders to intensify the in service-trainings on English proficiency to the teachers as their second language with aim of empowering them to be familiar with English and interact with pupils in English through role plays and dialogues. The policy makers have to offer teachers different facilities including teaching aids and other resources to support them when teaching in English as a MoI.

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              Online learner’s ‘flow’ experience: an empirical study

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                Author and article information

                Journal
                African Journal of Empirical Research
                AJERNET
                AJER Publishing
                2709-2607
                January 01 2024
                March 27 2024
                : 5
                : 1
                : 445-455
                Article
                10.51867/ajernet.5.1.43
                61d2b54c-c488-4bd0-87a5-1fd498df1511
                © 2024

                https://creativecommons.org/licenses/by-nc/4.0

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