Academic literature on the topic 'English language – Rwanda'

English, as global language, has had great influence over most languages of the world for nearly two centuries now. The expansion of English is no exception in Rwanda, though. For the last two decades, the importance of English has been felt in the day to day activities of Rwanda. English became a third official language in Rwanda just after the 1994 genocide and a compulsory language of instruction since January 2009. This paper discusses the use of English in post-genocide Rwanda and its impact on French, over a borrowing one, Kinyarwanda and French. English has risen sharply for the last two decades because of the will of the Rwandan government to find ways of communicating with the external world in a more powerful language, English, than the previously predominant one, French. It also highlights major domains where English speaks of its strength and the factors that led to the spread of English.

The aim of this article is to assess whether the Democratic Republic of the Congo (DR Congo) is likely to upgrade the status of English by constitutional or educational means. Indeed, neighboring countries such as Rwanda and Burundi adopted English as their official language in 1996 and 2014, but less writing in English is devoted to a potential linguistic transition in DR Congo, the most populous French-speaking country. This article will gauge DR Congo and Rwanda against the four criteria that arguably triggered Rwanda’s switch-to-English: historical factors in current linguistic trends; the role of charismatic leaders in sudden language policy changes; language-in-education policies; and economic incentives. The results of this interdisciplinary investigation into the language dynamics of the Great Lakes region indicate that, reflecting the vehicles of DR Congo’s domestic and regional evolutions, its leaders might be tempted to enhance the status of English as an official language in a way that, contrary to Rwanda’s radical switch-to-English, is more compatible with other languages.

Employers in Rwanda have been expressing their dissatisfaction with university graduates’ low English proficiency affirming that it hindered their performance at work. Rwanda Development Board (RDB) also noticed that the English proficiency and work readiness skills of university graduates on internship in 2019 left a lot to be desired, which was an impediment to the completion of the internship and to the development of their professional skills. To enhance these graduates’ communication and work readiness skills, the Rwandan Government, through RDB, sent them to a one and half-month employability boot camp at the University of Rwanda. Therefore, this study aimed at investigating factors that hindered these interns’ development of English proficiency and at exploring whether the course helped improve their skills in this language. For the sake of validity and reliability, both qualitative and quantitative research paradigms were applied to collect and analyse the research data. Themes emerging from classroom observations and interviews were analysed inductively and figures used to interpret the trainees’ results in the entry and exit English proficiency tests. Research findings revealed that unfavorable linguistic environment, teachers limited English proficiency, and regular shifts in the medium of instruction were major impediments to the trainees' improvement of English proficiency. Findings also disclosed that the training had helped the majority of participants boost the four language macro modalities, but that more time was required for slow learners. In agreement with the findings, some recommendations were made on how to effectively support Rwandan students’ learning of English.

En 2009, le Rwanda, ancienne colonie belge et pays francophone, passe officiellement et sans états d’âme « de Voltaire à Shakespeare » ( Ouazani), en s’affiliant au Commonwealth, au terme d’ un intense lobbying auprès des membres influents de ce club réservé essentiellement aux anciennes colonies britanniques. L’anglais devient langue unique de formation du primaire à l’université, reléguant ainsi le français au rang de simple langue seconde parmi tant d’autres proposées dans les programmes de formation publique ou privée. Eu égard à cette quête de changement d’alliances, d’autres pays tels que le Gabon, le Burundi, le Madagascar seraient des exemples intéressants à examiner, mais nous proposons de nous concentrer sur le cas particulier et sans précédent du Rwanda. En jetant un regard critique sur certains aspects de l’entreprise coloniale belge notamment sa stratégie éducative, nous tenterons de montrer que le déclin du français, c’est-à-dire sa perte de statut de langue officielle et peut-être un jour sa disparition pure et simple comme langue d’usage par les Rwandais, était programmé d’avance, inscrit non seulement dans les gènes mêmes de son implantation par l’autorité coloniale belge, il y a environ un siècle de cela, mais surtout dans la singularité du contexte farouchement et exclusivement monolingue du Rwanda traditionnel ; que même si le rebond de la langue française n’est pas impossible, le chemin est parsemé d’obstacles presque infranchissables, en raison de la nouvelle donne géostratégique, linguistique du Rwanda et une politique économique axée sur les nouvelles technologies de l’information où l’anglais reste prédominant. 
 
 Abstract
 
 In 2009, Rwanda, former belgian colony and francophone country, switches, in Ouazani’s terms, from Voltaire to Shakespeare, becoming officially and unapologetically affiliated with the Commonwealth, after intensely lobbying the influential members of that club, whose membership is essentially composed of former british colonies. English become the sole language of instruction from elementary school to university, while French joined the rank of other optional second languages taught in both public and private institutions. Although some other countries like Gabon, Burundi and Madagascar, which are apparently tempted by the same affiliation, are interesting cases in point, I will rather focus on this singular and unprecedented shift operated by Rwanda. By pointing out some aspects of the belgian colonial enterprise, particularly its instruction rationale and strategies, I will attempt to argue that the actual decline of French - its loss of the status of official language and, perhaps, its pure and simple disappearance in Rwanda one day- was programmed in advance, written not only in the very genes of its colonial inception a century ago, but also in the nationalistic context of traditional Rwanda with its prevailing and self-sufficent monolingualism. I shall also point out that even though the rebirth of French language is not impossible, the path remains mined by daunting obstacles, related to the new geostrategic and linguistic road Rwanda has taken, as well as the actual government’ economic plan, centered on information technologies in which English is predominant.

In the summer of 1981, the author was engaged in pedagogicalresearch in language program development for the governments of Senegaland The Gambia. During that period, he further participated in an eight countrylanguage teaching survey throughout West, Central, and EastAfrica, under the sponsorship of the United States International CommunicationsAgency. Included in that survey was an analysis of the useof radio broadcasts as a means to teach foreign languages. This articlewill describe the language-by-radio programs in four countries, i.e.,Senegal, Burundi, Rwanda, and Kenya. Of special interest is the use ofradio to teach English.

The purpose of this paper is to report about how teachers of English in Rwanda implement Grice’s cooperative principle in their classrooms, the challenges they face while implementing it, and how they deal with those challenges. The study upon which this paper is based used survey questionnaires, observations, and interviews as methods of data collection. Grounded theory analysis was employed to make sense of the data. Research findings are articulated according to four maxims including quantitative maxim, qualitative maxim, maxim of relevance, and the maxim of manner. They include the fact that teachers struggle with teaching the prescribed curriculum, communicating with students in English, and teaching what is at their students’ learning level. The paper concludes by devising implications of the findings for policy and practice.

This contribution focuses on the study of Linguistic Landscapes in the Central/Western African state of Cameroon, with particular reference to its capital, Yaoundé. Linguistic landscapes is a relatively recent area of research, and can be broadly defined as the visual representation of languages in public space. This paper will show that the field of linguistic landscapes can act as a reflection of linguistic hierarchies, ideologies and acts of resistance in multilingual and multicultural communities. At the same time, the sociolinguistic situation in the country will be investigated, which is paramount to understanding the linguistic and ideological conflicts between the anglophone minority and the francophone government. Cameroon’s linguistic landscape will be explored via the various spaces that English, French, Pidgin English, Camfranglais and, to a minor degree, indigenous African languages occupy in its sociolinguistic composition. The methodological design is quantitative in nature, involving collecting more than 600 linguistic tokens (digital photos) in various public places mainly in and around the Cameroonian capital of Yaoundé. It will be demonstrated that the deployment of languages on signs and linguistic tokens, apart from serving informative and symbolic functions for the audiences or passers-by they target, also has social and political implications in an ethnically heterogeneous and linguistically hybrid society such as Cameroon. Whereas in some other former British colonies there are indications that the public space is being symbolically constructed in order to preserve some of Africa’s indigenous languages (e.g. in Botswana, Rwanda, Tanzania), in Cameroon the linguistic landscape almost exclusively focuses on the dominant status and role of one single language, i.e. French, and to a lesser extent English, whose speakers therefore feel marginalized and oppressed by the French government.

Students frequently commit errors despite spending huge amount of time studying language. This paper discusses a classroom-based teaching inquiry about error analysis and correction. The study focused on the use of simple past in paragraphs. The objectives of the investigation were to understand the extent to which dealing with students’ errors in a leaner-centered classroom improves accuracy in English and to assess students’ attitudes to the approach in language learning. The inquiry involved 62 first-year students from the College of Agriculture, Animal Sciences and Veterinary Medicine at the University of Rwanda. Individual and group work, a questionnaire and class observations were data collection tools. Findings revealed that the majority of students significantly improved their writing as a result of analyzing their errors in written work. In addition, students reported that correcting errors together gave them confidence and freedom to explore their language use more freely, to discuss their errors, to learn new words in their field of study, and to avoid repeating error while writing. Class observations showed that students were discussing and listening to each other’s opinions attentively and critically. The researchers concluded that students acquire more language accuracy when they are deeply involved in error analysis as they feel motivated and responsible for their own learning.

Purpose Measurement of the quality of cancer care is essential for quality improvement and is widely implemented in oncology programs in high-income countries. Growing efforts are being made to measure care quality in emerging cancer care delivery systems in low- and middle-income countries (LMICs). This will require the development of measures that are clinically important, actionable, relevant to existing resources, and feasible to routinely evaluate. As part of a project to develop resource-adapted quality measures for Rwanda and other LMICs, we conducted a systematic review of the literature to identify published quality measures for the diagnosis and treatment of breast cancer. Methods We performed a literature search in accordance with PRISMA guidelines using the following terms in PubMed: ‘breast cancer’ and ‘quality indicator,’ ‘quality measure,’ or ‘quality metric’; and the following MeSH terms: ‘breast neoplasms’ and ‘healthcare quality indicator.’ We included English-language articles published before August 2017 that described the systematic identification of process measures for breast cancer diagnosis or treatment through literature review, clinical validation, and/or expert panel determination. We directly searched the Web sites of prominent cancer care organizations to identify additional publicly available measures. Income level was classified using World Bank definitions. Results We identified 521 published quality measures, including 419 measures from 27 peer-reviewed journal articles and 102 measures from the Web sites of national and international cancer care organizations. Twenty-five peer-reviewed publications (93%) originated from high-income countries, one from an upper-middle income country (People’s Republic of China), and one from the international Breast Health Global Initiative with process measures to assess the phased implementation of breast cancer services. No resources or articles other than that from the Breast Health Global Initiative provided suggestions for adapting measures to limited resources. Conclusion A large number of quality measures for breast cancer care have been identified and published in high-income countries; however, no breast cancer care quality measures have been systematically developed and validated for use in settings where resource limitations crucially affect care delivery and measurement feasibility. We are collaborating with clinicians in LMICs and global breast cancer experts to develop and validate quality measures that will enable quality improvement initiatives in Rwanda and other emerging cancer care delivery systems. AUTHORS' DISCLOSURES OF POTENTIAL CONFLICTS OF INTEREST The following represents disclosure information provided by authors of this manuscript. All relationships are considered compensated. Relationships are self-held unless noted. I = Immediate Family Member, Inst = My Institution. Relationships may not relate to the subject matter of this manuscript. For more information about ASCO's conflict of interest policy, please refer to www.asco.org/rwc or ascopubs.org/jco/site/ifc . No COIs from the authors.

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

Thesis (Postgraduate Certificate in Research Preparation (Humanities)--Macquarie University, Dept. of Modern History, Politics and International Relations, 2009.<br>This thesis presented as a partial fulfilment to the requirements for the Postgraduate Certificate in Research Preparation (Humanities). Bibliography: p. 47-55.

This aim of this study was to investigate the extent to which writing skills offered in the one-year intensive English course and in the 75 hour course of Speaking and Writing Skills, prepare students for academic writing in the subjects which are offered through the medium of English. The study focused on first year Economics and Management.

The site of this research is the Kigali Institute of Science and Technology (KIST). The research was undertaken to investigate first year students' perceived English language needs in order to study successfully at KIST. The research was intended to pave the way for differentiated English language syllabuses for students of varying English proficiency. It sought to answer the following questions: (1) what are students' perceived language needs in order to study through the medium of English at KIST? (2) To what extent does the current English language programme address these perceived needs? And (3) what are the differences in students' perceived language needs at different levels of proficiency? The research was carried out in an interpretive paradigm using both qualitative and quantitative methods. It took the form of a case study utilising questionnaires to collect data. Questionnaires were administered to students, mainstream subject lecturers and English lecturers. The student sample consisted of 212 students chosen from the four previously identified levels of proficiency (beginner, elementary, intermediate and advanced). The lecturer samples consisted of seven subject lecturers and eleven lecturers in English. The research tools used to collect data were administered questionnaires and document analysis. The chi-square statistical test was used to analyse quantitative data especially in establishing differences that appeared between dissimilar proficiency levels. Findings have shown that, although English is no longer a credit-bearing course, students are still interested in learning it. Students expressed a high positive perception for learning language structures, listening and speaking, and a need for reading and writing. However, although it was possible to establish stakeholders' (students, subject lecturers and lecturers in English) perceptions of students' needs, it was not easy to establish what students' real needs and difficulties in English are. Attempts to get valid answers to my questions were not conclusive. Although this research has implications for the future of English language teaching/learning at KIST there is a need for further investigation of students' needs. An important starting point would be to begin a debate at KIST about the whole issue of students' needs. Such research would exploit research tools/methods not used in this research (e.g focus group interviews and observations).

Magister Educationis - MEd<br>Rwanda has taken a strong move towards language-in-education policy shift whereby English became the sole medium of instruction in 2008, despite her rich linguistic diversity. The language shift occurred at the time when the country had resolutely embraced Information Communication Technologies (ICTs) as one of the country’s key development plans for socioeconomic development. In spite of these changes, research on multilingualism and digital identity in Rwanda is very limited. Given the pressing need for Rwanda to play an increasing role in the global economy, it is important to explore the ways in which the new generation negotiates multilingual digital identities in second language learning. The aim of this study, therefore, was to investigate the ways in which secondary school learners used digital technologies to negotiate new identities in two or more languages in order to understand the implications for English second language learning in the multilingual context of postcolonial Rwanda. Specifically, my interest was to examine Grade 11 learners’ current digital practices and the ways in which existing multilingual repertoires were drawn on as resources in navigating digital literacies. I also aimed at understanding how such practices could be harnessed as resources for English second language learning in the classroom. This study is informed by post-structural theories of identities as well as of Bourdieu’s theory of habitus, field and capital. The post-structural frame of analysis underlying issues of Second Language Acquisition (SLA) has also been important to establish a bridge between the learners’ digital practices and their English learning processes. It draws on debates around digital literacies, multilingualism, and identity, theories of access to ICTs and digital technologies and English as Additional Language Acquisition. The research sites were two urban based high schools mainly selected for their proximity to digital technologies, namely cyber cafes and/or computer laboratories and by their representativity in terms of gender and subject choices. Drawing on the qualitative research tradition and informed by ethnographic methodology, the study investigated Grade 11 learners’ insider views of the affordances of digital technologies for language learning. To reach this end, non-participant observations, focus group discussions and a questionnaire were used. Issues of research ethics namely, informed consent, anonymity and confidentiality were adhered to throughout the research process. With regard to access to technologies, the research findings reflect Bourdieu’ post-structural theory notion of ‘habitus’ as they show that the social dimensions the learners were involved in influenced their engagement with several digital technologies. In relation to Warschauer’s model of access, this study was able to identify the following: (1) material access’ linked to the learner’s access to the internet connection; (2) skills access’ concerning the learner’s ability to interact with computers and communicate with peers or fellow friends by typewriting and (3) usage access’ associated with the learner’s opportunity to use ICT facilities. The findings also generated insights into the learners’ construction of multiple digital identities and the fluidity and hybridity of ‘youth digital literacies’. The learners created a form of global digital identity by simply interacting or engaging with various multimodal literacies. Findings also indicated that learners negotiated digital identities by immersing themselves in Social Networking Sites (SNS) that fall under ‘Web 2.0’, an online platform which online users make use of to interact, share and perform different activities, focusing chiefly on social media. It was observed further that learners constructed a national language identity in the digital world by visiting mostly popular sites whose medium of communication was the national vernacular “Kinyarwanda”, thus stimulating the sense of national language identity of ‘ Rwandaness’. Additionally, it was apparent that Grade 11 learners had a great sense of attachment to their language as a significant characteristic of their digital practices through ‘translanguaging’ which became one of the resources in the digital space. The findings also indicate that technology served as a bridge between learners’ digital practices and their learning of English as an additional language, although language power relations were apparent as English was conferred a status of symbolic capital. The study concludes that various forms of access to ICTs do not only inform and strengthen Grade 11 learners’ process of learning English as additional language, but also support the construction of their multiple identities. There is a need to capitalize on face-to-face interaction and integrate ICT in teaching and learning so that learners can create their own learning space whereby they construct their digital identities as adolescents in the different languages they get exposure to.

Philosophiae Doctor - PhD<br>This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering.<br>South Africa

This study was conducted to explore the classroom assessment practices, specifically the forms of assessment and methods of providing feedback used by the teachers of English in lower level of secondary schools in Rwanda. It also aimed to investigate the students’ perceptions of the teachers’ assessment practices, the students’ self-efficacy for the four English language skills and how such self-efficacy was related to the teachers’ assessment practices. Quantitative and qualitative approaches were used to collect and analyse data from both teachers and students. The results indicated that controlled assessment, commonly known as paper and pencil was the most prevalent form that teachers used for assessment. The results also showed that the students reported relatively high positive perceptions for their teachers' classroom assessment practices and high self-efficacy in all the four English language skills except for listening. The Spearman correlation analysis indicated that the use of some performance assessment correlated with higher levels of students’ self-efficacy for productive skills. These results tend to support findings from previous studies that some assessment practices can affect the students’ self-efficacy. They expand the literature and deepen our understanding of the teachers’ assessment preferences in English as a Foreign Language (EFL) context and highlight the complexity of the influencing factors of the students' self efficacy. Major implications of the findings are discussed.

Text in English<br>The study examines the social motivations that prompt the Rwandan bilingual speakers to code-switch from Kinyarwanda to English, French or Kiswahili in their casual conversations about real-life situations. Methodological techniques used for data collection are ethnographic non-participant observation, oral interviews, focus group discussions and shorthand notes techniques. Examples were examined and interpreted within Myers-Scotton’s Markedness Model as the main theoretical framework for the study. The research findings align with Myers-Scotton’s categories such as the sequential unmarked choice, code-switching itself as the unmarked choice, the marked choice and the exploratory choice respectively. The main social factors that influence code-switching among the Rwandan bilingual speakers were identified as signalling educated status, expressing different social identities, demonstrating measures of power, authority and prestige, narrowing or widening social distance, and maintaining relationships. These results support the hypothesis that code-switching is a strategy to maximise social benefits from the interlocutors in conversation.<br>Linguistics and Modern Languages<br>M.A. (Sociolinguistics)

This research was conducted in the particular context of the 2009 new language in education policy in Rwanda. The problem examined within this context, concerns the attitudes and motivation of teachers and students from different language backgrounds (both Anglophone and Francophone) as they have experienced the shift from French and/or English as MoI to the sole use of English as medium of instruction (MoI) in education, all the way from the Primary School stage up to and including tertiary institutes. In this unique context where English was being used as MoI whilst simultaneously learning the language, the aim of this study was to investigate an often overlooked psychological aspect of the language policy shift literature, viz., Teachers’ and Students’ Attitudes and Motivation toward learning English; and toward using it for teaching and learning. Through the lens of Gardner’s (1985) second language (L2) motivation construct as a theoretical framework; this study used quantitative and qualitative methods of enquiry in the context of Mixed Methods approach, to ascertain implementers’ reaction amid challenges of policy change. The study established that, in a quasi monolingual society with Kinyarwanda as the national language, Teacher Training College (TTC) teachers and students form a diverse community of language users; that they converge on knowledge and use of English despite this diversity; that they hold positive attitudes toward learning the language and using it as MoI; and that the main reason for these positive attitudes is that the use of English as MoI offers an opportunity to learn the language. This study thus recommends that all stakeholders in the education enterprise in Rwanda be sensitized on the necessity to distinguish between the tasks of learning English and using it for teaching and learning.

The study investigates the interface between the variables - language attitude and language use in a development context, and attempts to determine the contribution of language to Rwanda's post-conflict development, reconstruction and reconciliation. It examines the language attitudes and language use patterns of 53 students from Rwanda's public universities focusing on how students, who are all Rwandan citizens, view the role of Kinyarwanda, French, English and Kiswahili languages in twelve core areas of post-conflict development. Although post-conflict development is socio-economic, previous historical and political factors affecting Rwanda's violent past play a role as new forms of linguistic categorization - Anglophone and Francophone - emerge which may be used to camouflage previous ethnic categorizations that have had disastrous effects in Rwanda. Further, social categorizations laden with salient features of linguistic identity may influence the implementation of the post-conflict development programmes, and also affect the pace and pattern of reconciliation in Rwanda. Conclusions are based on eclectic sources: quantitative, qualitative, historical and participatory, with patterns of analysis established from secondary and historical data. The study is also grounded in the Communication Accommodation Theory that rests on issues of divergence and convergence during interaction where emerging language identities dovetail with language attitudes and language use, resulting in an interface that influences the implementation of Rwanda's post-conflict development programmes. Additionally, it is argued that the African languages such as Kinyarwanda and Kiswahili, should be considered as vehicles for Rwanda's post-conflict development, although Kinyarwanda, the home language, has in the past really not served an intranational unifying function. On the other hand, Kiswahili, unlike Kinyarwanda, has no divisive myths and identities that would inhibit post-conflict development; it is an important language in the East and Central African region where post-conflict Rwanda will play a positive and active role, and would be a language to be positively developed.<br>African Languages<br>D.Litt et Phil. (African Languages)

Drawing on recent theorising of 'nation branding', this article examines how mediatised security narratives are used as part of the current Government of Rwanda's public diplomacy strategy to establish post-conflict Rwanda's peacekeeping identity and brand image as a Troop Contributing Country. It does so by undertaking an analysis of media discourse published by the state-owned English language national newspaper The New Times between 2008 and 2018, and two 'twitter storms' that occurred in March 2017 and 2018 in response to the Central African Republic Sexual Exploitation and Abuse scandal involving French military peacekeepers and a second scandal involving Ghanaian police peacekeepers in South Sudan. Specifically, we ask, how does the Government of Rwanda use mediatised security narratives as a nation branding tool after genocide and civil war? We argue that mediatised security narratives are employed to erase Rwanda's negative brand informed by the frameworks of victimology, poverty and violence and reposition Rwanda as an emerging strategic player in international peacekeeping. The RPF achieves this by 'niche building' and mimicking the public diplomacy strategies of middle-powers in order to present Rwanda as a catalyst and facilitator of contemporary peacekeeping policy and practice.

This study was conducted in Sixth Form schools in Huye District in Rwanda. The researchers’ concern was that most secondary school leavers enter university with low proficiency in English, the medium of instruction. The researchers focused on subject teachers because subject-related courses are allotted more hours than English. The study aimed to explore whether subject teachers offered any assistance in boosting students’ English proficiency. The research drew on Language across the Curriculum (LAC) and Content and Language Integrated Learning (CLIL) approaches. LAC stipulates that all teachers are language teachers, that subject teachers and language teachers should work jointly, and that language should be taught across the curriculum. CLIL recommends that content be learnt through a second language and that the subject and the language be taught at the same time. For validity and reliability purposes, the current study made use of both qualitative and quantitative data collection and analysis methods. Findings revealed that only some of the subject teachers used strategies that could help promote their students’ English proficiency. Findings also indicated that content and English language teachers did not collaborate and that the students were not proficient in English. In accordance with these findings, recommendations were made.

This helpdesk report reviews ten national social protection strategies (published between 2011-2019) in order to map their content, scope, development processes and measures of success. Each strategy was strongly shaped by its local context (e.g. how social development was defined, development priorities and existing capacity and resources) but there were also many observed similarities (e.g. shared values, visions for social protection). The search focused on identifying strategies with a strong social assistance remit from the Middle East and North Africa (MENA), Sub-Sarahan African and South and South-East Asian regions1 (Latin America was deemed out of scope due the advanced nature of social protection there). Examples from Sub-Saharan Africa are most widely available. Few examples are available from the MENA region2 – it may be that such strategies do not currently exist, that potential strategy development process are in more nascent stages or that those strategies that do exist are not accessible in English. A limitation of this review is that it has not been able to review strategies in other languages. The strategies reviewed in this report are from Bangladesh (2015), Cambodia (2011), Ethiopia (2012), Jordan (2019), Kenya (2011), Lesotho (2014), Liberia (2013), Rwanda (2011), Uganda (2015) and Zambia (2014). The content of this report focuses primarily on the information from these strategies. Where appropriate, it also includes information from secondary sources about other strategies where those original strategies could not be found (e.g. Saudi Arabia’s NSDS).