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Journal articles on the topic 'English language – Rwanda'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "THE DYNAMISM OF ENGLISH AS A GLOBAL LANGUAGE IN POST-GENOCIDE RWANDA." Indonesian EFL Journal 3, no. 1 (2017): 101. http://dx.doi.org/10.25134/ieflj.v3i1.659.

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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 tw

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Eyssette, Jérémie. "The Democratic Republic of the Congo’s Linguistic Temptation: A Comparative Analysis with Rwanda’s Switch-to-English." Journal of Asian and African Studies 55, no. 4 (2019): 522–35. http://dx.doi.org/10.1177/0021909619885974.

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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

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3

Mugirase, Gloriose, and Speciose N. Ndimurugero. "Did the 2019 One and Half-Month Boot Camp Training Enhance Rwanda Development Board (RDB) Interns’ English Proficiency?" European Journal of Teaching and Education 2, no. 4 (2020): 22–31. http://dx.doi.org/10.33422/ejte.v2i4.523.

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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 employab

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4

Nkunzimana, Obed. "La langue française au Rwanda. Chronique d’une mort programmée." ALTERNATIVE FRANCOPHONE 1, no. 7 (2014): 25–37. http://dx.doi.org/10.29173/af23071.

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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 qu

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Richmond, Edmun B. "Language-By-Radio in Sub-Saharan Africa." IALLT Journal of Language Learning Technologies 16, no. 2 (2019): 20–27. http://dx.doi.org/10.17161/iallt.v16i2.9131.

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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 intere

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Karasenga, Jean de Dieu, Innocent Nkundabatware, and Olivier Munyansanga. "ENGLISH LANGUAGE TEACHING IN POST-GENOCIDE RWANDA: A STUDY OF TEACHERS’ OBSERVANCE OF THE GRICE’S COOPERATIVE PRINCIPLE." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 2, no. 2 (2020): 174–82. http://dx.doi.org/10.33369/ijer.v2i2.10985.

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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 th

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7

Pütz, Martin. "Exploring the linguistic landscape of Cameroon: Reflections on language policy and ideology." Russian Journal of Linguistics 24, no. 2 (2020): 294–324. http://dx.doi.org/10.22363/2687-0088-2020-24-2-294-324.

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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

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8

Manirakiza, Evariste, and Innocent Hakizimana. "Engaging Students in Error Analysis and Correction: A learner-Centered Approach to Improving Linguistic Accuracy." European Journal of Teaching and Education 2, no. 3 (2020): 35–49. http://dx.doi.org/10.33422/ejte.v2i3.361.

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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 t

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Schleimer, Lauren E., Nancy L. Keating, Lawrence N. Shulman, et al. "Review of Quality Measures for Breast Cancer Care by Country Income Level." Journal of Global Oncology 4, Supplement 3 (2018): 41s. http://dx.doi.org/10.1200/jgo.18.10480.

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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 literatu

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10

BAZIMAZIKI, GABRIEL. "Students perceptions of using a second language in a mother tongue dominated environment." International Journal for Innovation Education and Research 6, no. 2 (2018): 1–12. http://dx.doi.org/10.31686/ijier.vol6.iss2.915.

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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

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11

Kayigema, Jacques Lwaboshi, and Davie E. Mutasa. "The cohabitation of three official languages in Post-Genocide Rwanda: Kinyarwanda, English and French." South African Journal of African Languages 34, no. 2 (2014): 235–45. http://dx.doi.org/10.1080/02572117.2014.997060.

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12

Milligan, Lizzi O., John Clegg, and Leon Tikly. "Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study." Comparative Education 52, no. 3 (2016): 328–42. http://dx.doi.org/10.1080/03050068.2016.1185258.

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13

Rizzi, Giovanni. "African and Rwandan Translations of the Bible." Między Oryginałem a Przekładem 27, no. 3(53) (2021): 85–102. http://dx.doi.org/10.12797/moap.27.2021.53.05.

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The article offers a concise presentation of the project linked to the Library Fund of the Pontifical Urbaniana University, namely, to study the inculturation of the Christian faith by relating the documentation on the editions of the Bible to the catechisms in the territories entrusted to the pastoral care of the Congregation for Evangelization of peoples. The vastness of the project itself is marked today by the difficulty of using more extensive documentation than that present in the Fund of the same Library. However, more limited segments of the indicated material of interest can already b

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14

Eboe-Osuji, Chile. "Murder as a Crime against Humanity at the Ad Hoc Tribunals: Reconciling Differing Languages." Canadian Yearbook of international Law/Annuaire canadien de droit international 43 (2006): 145–95. http://dx.doi.org/10.1017/s0069005800008766.

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SummaryThe statutes of the International Criminal Tribunals for Rwanda and for the Former Yugoslavia give these tribunals jurisdiction over murder as a crime against humanity. Yet the judges of these tribunals have often found themselves disagreeing as to the level means rea required for conviction. The controversy results from the French text that employs the term “assassinat” in the place where the English text speaks of “murder.” Assassinat is equivalent only to the premeditated kind of murder. This has led some of the judges to insist that no mens rea lower than premeditation is sufficient

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15

Olieba, Anne Nipher, and Ronald Kikechi. "UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION." European Journal of Education Studies 8, no. 8 (2021). http://dx.doi.org/10.46827/ejes.v8i8.3876.

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<p>The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teacher

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16

"From an African Oral Tale to an English Picture Book: Rwandan Teachers’ Experience with Online Translation of South African Institute of Distance Education’s African Storybooks." Teacher Education Through Flexible Learning in Africa 1, no. 1 (2020). http://dx.doi.org/10.35293/tetfle.v1i1.66.

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Research findings pertaining to language education and distance education point to the lack of online reading materials written in African languages and reflecting African contexts. Such a shortage is a challenge to literacy skills development in Africa. In Rwanda, although there are some graded readers to support the teaching of reading in Kinyarwanda, there is a shortage of enjoyable storybooks on which children can practice their reading skills. This paper contributes to addressing this challenge by investigating the partnership between the University of Rwanda-College of Education and Sout

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17

Marie, Kagwesage Anne. "Coping with English as Language of Instruction in Higher Education in Rwanda." International Journal of Higher Education 2, no. 2 (2013). http://dx.doi.org/10.5430/ijhe.v2n2p1.

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18

Niyibizi, Epimaque, Emmanuel Sibomana, and Juliet Perumal. "Learning to teach writing through a distance education programme: Experiences of Rwandan secondary school English teachers." Reading & Writing 10, no. 1 (2019). http://dx.doi.org/10.4102/rw.v10i1.206.

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Background: Writing is among the most important skills, and globally it has received more emphasis in literature on language teaching than reading, speaking and listening. However, a paucity of studies is observed in sub-Saharan Africa, particularly in contexts where English is being taught as an additional or foreign language, as is the case in Rwanda. Research shows that learners who can write well in different genres and for different purposes tend to do well in all curriculum subjects and subsequently beyond school education. The key challenges are the inadequacy of materials and teachers’

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19

Fletcher, Narelle. "Words That Can Kill: The Mugesera Speech and the 1994 Tutsi Genocide in Rwanda." PORTAL Journal of Multidisciplinary International Studies 11, no. 1 (2014). http://dx.doi.org/10.5130/portal.v11i1.3293.

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One of the most significant extant documents attesting to the dissemination of genocide ideology in Rwanda in the early 1990s is the speech delivered on 22 November 1992 by the political figure Léon Mugesera, a member of the incumbent MRND party. It is particularly significant because it constitutes the earliest example of explicit genocidal discourse expressed by a member of the ruling political party in a public forum, and as such it has often been regarded as offering a ‘blueprint’ for the practical implementation of the genocide. In addition, the contents of the speech have been the subjec

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20

Tuyishime, Eugene, Honorine Ingabire, Jean Paul Mvukiyehe, Marcel Durieux, and Theogene Twagirumugabe. "Implementing the Risk Identification (RI) and Modified Early Obstetric Warning Signs (MEOWS) tool in district hospitals in Rwanda: a cross-sectional study." BMC Pregnancy and Childbirth 20, no. 1 (2020). http://dx.doi.org/10.1186/s12884-020-03187-1.

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Abstract Background Despite reaching Millennium Development Goal (MDG) 3, the maternal mortality rate (MMR) is still high in Rwanda. Most deaths occur after transfer of patients with obstetric complications from district hospitals (DHs) to referral hospitals; timely detection and management may improve these outcomes. The RI and MEOWS tool has been designed to predict morbidity and decrease delay of transfer. Our study aimed: 1) to determine if the use of the RI and MEOWS tool is feasible in DHs in Rwanda and 2) to determine the role of the RI and MEOWS tool in predicting morbidity. Methods A

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21

Masum, Ahmad. "UGANDA: A Country Profile." Journal of International Studies, January 6, 2020. http://dx.doi.org/10.32890/jis.8.2012.7931.

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Uganda lies in the heart of Sub-Saharan Africa. It is situated in East Africa and occupies an area of 241,038 sq km (roughly twice the size of the state of Pennsylvania) and its population is about 35,873,253 (CIA World Factbook, 2012). Uganda is bordered by Tanzania and Rwanda to the south, Democratic Republic of Congo to the west, South Sudan to the north, and Kenya to the east. Uganda is a landlocked country and occupies most of the Lake Victoria Basin, which was formed by the geological shifts that created the Rift Valley during the Pleistocene era. Uganda was a British colony and became a

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"Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities." Teacher Education Through Flexible Learning in Africa 2, no. 1 (2020). http://dx.doi.org/10.35293/tetfle.v2i1.93.

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Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly

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Hamlaoui, Fatima, Kriszta Szendrői, and Jonas Engelmann. "Are focus and givenness prosodically marked in Kinyarwanda and Rwandan English?" - Stellenbosch Papers in Linguistics Plus 62 (August 2021). http://dx.doi.org/10.5842/62-0-896.

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Sibomana, Emmanuel. "Transitioning from a local language to English as a medium of instruction: Rwandan teachers’ and classroom-based perspectives." International Journal of Bilingual Education and Bilingualism, April 7, 2020, 1–16. http://dx.doi.org/10.1080/13670050.2020.1749554.

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Woodward, Kath. "Tuning In: Diasporas at the BBC World Service." M/C Journal 14, no. 2 (2010). http://dx.doi.org/10.5204/mcj.320.

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Diaspora This article looks at diaspora through the transformations of an established public service broadcaster, the BBC World Service, by considering some of the findings of the AHRC-funded Tuning In: Contact Zones at the BBC World Service, which is part of the Diasporas, Migration and Identities program. Tuning In has six themes, each of which focuses upon the role of the BBC WS: The Politics of Translation, Diasporic Nationhood, Religious Transnationalism, Sport across Diasporas, Migrating Music and Drama for Development. The World Service, which was until 2011 funded by the Foreign Office

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