Relevant bibliographies by topics / Language and education – Rwanda

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language and education – Rwanda'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Language and education – Rwanda"

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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 (November 8, 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 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.
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Samuelson, Beth Lewis, and Sarah Warshauer Freedman. "Language policy, multilingual education, and power in Rwanda." Language Policy 9, no. 3 (June 8, 2010): 191–215. http://dx.doi.org/10.1007/s10993-010-9170-7.

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Rosendal, Tove. "Linguistic markets in Rwanda: language use in advertisements and on signs." Journal of Multilingual and Multicultural Development 30, no. 1 (February 2009): 19–39. http://dx.doi.org/10.1080/01434630802307882.

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Andersson, Ingrid, and Joseph Rusanganwa. "Language and space in a multilingual undergraduate physics classroom in Rwanda." International Journal of Bilingual Education and Bilingualism 14, no. 6 (November 2011): 751–64. http://dx.doi.org/10.1080/13670050.2011.583337.

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Abimpaye, Monique, Caroline Dusabe, Jean Providence Nzabonimpa, Richard Ashford, and Lauren Pisani. "Improving parenting practices and development for young children in Rwanda: Results from a randomized control trial." International Journal of Behavioral Development 44, no. 3 (July 16, 2019): 205–15. http://dx.doi.org/10.1177/0165025419861173.

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It is well known that the first 1,000 days of life have long-lasting impact on a child’s cognitive, language, socio-emotional, and physical development, but there is little evidence from Rwanda about how to maximize parent–child interactions during these critical early years. Save the Children piloted the First Steps “Intera za Mbere” early childhood parenting education program in one district of Rwanda to promote healthy development through holistic parenting education. Using a cluster randomized control trial, we assessed outcomes of a 17-week parenting education on parenting skills and child development for families with children aged 6–36 months. Families were randomly allocated into three study groups: light touch ( n = 482), full intervention ( n = 482), and control ( n = 483) groups. We used a Kinyarwanda-adaptation of the validated Ages & Stages Questionnaires (ASQ), a Home Observation Measurement of the Environment-Short Form. Multivariate linear and logistic regression analyses were used for both the intention-to-treat analyses and more robust models controlling for ASQ form received, child gender, maternal education, number of children in the home, and baseline ASQ scores. Findings indicate that children in the light touch and full intervention groups were significantly more likely to meet the ASQ benchmarks than the control group in all developmental domains. The strong positive results from the light touch group are especially relevant to efforts to bring beneficial early childhood stimulation programs to scale in low-income contexts.
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Nsengimana, Theophile, Gabriel Bazimaziki, Asterie Nyirahabimana, Jean Baptiste Mushimiyimana, Vedaste Mutarutinya, Leon Rugema Mugabo, and Venuste Nsengimana. "Online Learning during COVID-19 Pandemic in Rwanda: Experience of Postgraduate Students on Language of Instruction, Mathematics and Science Education." Contemporary Mathematics and Science Education 2, no. 1 (March 18, 2021): ep21009. http://dx.doi.org/10.30935/conmaths/10788.

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Russell, S. Garnett, and Prudence L. Carter. "When the Past Is in the Present: The Paradox of Educational Opportunity and Social Inclusion in South Africa and Rwanda." Sociology of Race and Ethnicity 5, no. 4 (July 9, 2018): 547–61. http://dx.doi.org/10.1177/2332649218783517.

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The legacies of a racial and ethnocentric past continue to have implications for the present in South Africa and Rwanda, particularly within the realm of education. Although in both societies, the governments have addressed their repressive and violent histories through the implementation of color-blind (or nonracial/ethnic) policies that espouse national unity and reconciliation, these very same policies inadvertently reinforce old divisions. They suppress candid discussion about past and current intergroup tensions, resulting in a paradox of social inclusion. In this article, the authors interrogate how historically ascribed identities, which were used for the purposes of oppression and social divisions in South Africa and Rwanda, are reconstituted in the postapartheid and postgenocide eras. The authors draw on empirical evidence from case studies of contemporary schools in both countries and argue that the nations’ two approaches—nonracialization and nonethnicization, respectively—aim to mute explicit discourse and language about racial and ethnic differences though the spread of “color-blind” ideologies. However, everyday behaviors and attitudes of individuals—students and educators—who are inculcated with ideas of past racial/ethnic ideologies remain rigid and continue to affect micro-level and school-level interactions that undermine the legitimacy of either color-mute or color-blind ideologies and contribute to boundary maintenance.
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Kwihangana, Felix. "Making sense of teachers' (dis)belief in the educational value of social media: a case of two language teachers in Rwanda." International Journal of Technology Enhanced Learning 12, no. 3 (2020): 290. http://dx.doi.org/10.1504/ijtel.2020.10027928.

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Kwihangana, Felix. "Making sense of teachers' (dis)belief in the educational value of social media: a case of two language teachers in Rwanda." International Journal of Technology Enhanced Learning 12, no. 3 (2020): 290. http://dx.doi.org/10.1504/ijtel.2020.107983.

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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 (February 28, 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 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.
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Dissertations / Theses on the topic "Language and education – Rwanda"

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Kagwesage, Anne Marie. "Coping with Learning through a Foreign Language in Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90165.

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The overarching aims of this thesis are to investigate how students in higher education in Rwanda experience learning through the medium of a foreign language, mainly English, and the strategies they employ in order to successfully complete their university studies during a period of both language and educational change. Taking a sociocultural perspective, the thesis subscribes to a qualitative research design. Interviews were used in order to gain in-depth understanding of how higher education students reflect on, handle and cope with learning through a foreign language. Video and audio recorded interactions of students’ formal and informal group discussions were used to capture some of the seen but unnoticed linguistic and communicative details that might be of interest in shedding light on aspects related to learning in a foreign language. Four empirical studies show that students face different challenges in using the newly adopted language of learning and teaching. They are, however, aware of the fact that the globalisation process and dissolution of national boundaries may create new opportunities and are therefore willing to upgrade their English in order to cope with the new academic situation. Findings show that active use of multiple languages, although time consuming, has great potential to facilitate learning, thus emphasizing the complementarities rather than the exclusion of languages used in Rwanda. Also, teacher and student initiated group discussions have the potential to promote knowledge construction in content subjects as students afford a context for confident participation. Although the mother tongue is not officially recognised as language of instruction in higher education, it plays a mediating role for the negotiation of meaning of domain specific content through responsible code switching and translanguaging.
Det övergripande syftet för denna avhandling är att undersöka hur studenter inom högre utbildning i Rwanda erfar att lära på ett främmande språk, i huvudsak engelska, och vilka strategier de använder sig av för att lyckas genomföra sina universitetsstudier i en tid av förändring av både undervisningsspråk och undervisningen i sig. Avhandlingen tar sin utgångspunkt i ett sociokulturellt perspektiv och en kvalitativ forskningsdesign. Intervjuer genomfördes för att få fördjupad förståelse för hur studenterna reflekterar över och hanterar problemet med att lära på ett främmande språk. Video- och audioinspelade interaktioner av studenternas formella och informella gruppdiskussioner användes för att fånga och analysera språkliga och kommunikativa detaljer som förekommer men ofta förbises eller tas för givna. Fyra empiriska studier visar att studenterna möter olika utmaningar när de måste använda ett nyligen introducerat främmande språk i undervisningen och i olika lärandesituationer. De är emellertid medvetna om att globalisering och upplösning av nationella gränser kan skapa nya möjligheter och är därför villiga att förbättra sin engelska för att kunna klara av den nya undervisningssituationen. Analyserna visar också att aktiv användning av en mångfald av språk, även om det är tidsödande, har stor potential att underlätta lärande och på så sätt betonas den komplementerande snarare än den exkluderande synen på språkanvändning i Rwanda. Dessutom visar det sig att diskussioner i grupp initierade av både lärare och studenter har en potential att stödja konstruktionen av kunskap inom akademiska ämnen eftersom studenterna skapar en tillitsfull miljö där de är trygga att delta. Studierna visar också att trots att modersmålet inte är officiellt erkänt som undervisningsspråk spelar det en medierande roll i framförhandlandet av innehållet inom olika ämnesområden genom olika former av gränsöverskridande språkande där alla språk som studenterna har tillgång till används.
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Mugirase, Gloriose. "Language of instruction and quality of education in Rwanda: A case study of secondary school third form learners in the Gisagara district." University of the Western Cape, 2020. http://hdl.handle.net/11394/7244.

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Doctor Educationis
The language of instruction plays a determining role in students’ academic performance. This suggests that students should be taught in a language they are familiar with in order to enhance understanding of the content subjects. In Rwanda, almost all Rwandans communicate and interact in Kinyarwanda, their mother tongue. It is, thus, expected that Rwandan children should be instructed in this home language. However, the status of English as a global language has also found echo in Rwanda, and this foreign language was adopted as medium of instruction from Primary 4 onwards. This thesis, therefore, aims to determine what role English as a medium plays in delivering quality education in Rwanda. To respond to the above question, the researcher investigated three secondary Third Form schools in the rural Gisagara District of the Southern Province. She wanted to explore the teaching and learning strategies deployed in the English language classrooms and the learning materials and infrastructure available at the schools. The focus was on English language classes as these were the spaces in which Rwandan children were explicitly exposed to English and where their proficiency in the language was developed. However, the researcher also needed to find out the effect that English had on the students’ academic performance, the correlation between their results in English and their results in content subjects, and the students’ and teachers’ perceptions of English as language of instruction. It is in this vein that a combination of qualitative and quantitative approaches was used and various data collection techniques employed to obtain enriched data. Classroom observations and interviews with students and their English teachers were conducted. A questionnaire was also distributed to the students and their results in English and in content subjects were analysed to supplement the data generated by other methods. This study was guided by sociocultural theories of second language learning according to which language is a mediating tool that helps to adjust relationships between people that live in the same community. Language is, hence, a necessary artifact that is worth acquiring. For language learning to take place, learners need to interact with more knowledgeable people. In the classroom, it is the teacher who has to mediate this learning, assuming that he/she is more knowledgeable than the students. Classroom peer interactions in the target language also provide room wherein brighter students may assist their struggling classmates. Language across the curriculum approach and content-based instruction also inspired this study. These approaches suggest that language should be taught in context and especially through the content related to the students’ fields of study. The research findings indicate that the students were not proficient in English, the language of instruction, which hindered their school achievement. In addition, no correlation could be established between the students’ results in English and their results in content subjects. Indeed, despite the students’ poor performance in English they did better in this language than in the content subjects. Furthermore, not all students who fared well in English succeeded in the content subjects, and some students scored good marks in the content subjects whilst they failed in English. The findings also show that the teaching and learning strategies used in the language classrooms, as well as the learning materials and infrastructure at the schools, did not promote English acquisition. Ironically, despite English being a hindrance to the learning of other subjects, both the students and their teachers affirmed that they preferred that this language remain as medium of instruction. They believed that being competent in English could offer them more life opportunities than any other language.
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Rusanganwa, Joseph. "Enhancing Physics Learning through Instruction, Technical Vocabulary and ICT : A Case of Higher Education in Rwanda." Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-85835.

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The overarching aim of this thesis is to explore how teaching and learning in tertiary education is performed in times of change both in language policy and learning approaches. The study takes social constructivist and socio-cultural theories as its major points of departure. These theories are combined with cognitive theory of learning with multimedia. The four studies comprising this thesis are born out of a new situation demanding the mastery of a scientific language in English and new ways of teaching and learning backed with ICT. The studies set out to investigate (i) how students and teachers adapt to a change of medium of instruction (ii) what teachers and students of physics learn when constructing a multimedia vocabulary learning instrument (iii) the impact of two methods of teaching vocabulary on students’ test performance and (iv) how teachers reflect on the use of ICT in Physics teaching. To attain these targets, the study employed a blend of qualitative and quantitative designs to gather relevant data. In three studies, data were gathered from classroom practices in tertiary education. The fourth study included teacher interviews on their experiences with ICT. Findings indicate that the understanding of physics was facilitated by a variation in language use in different classroom spaces, students and teachers’ collaborative selection of technical vocabulary and a multimedia tool of technical vocabulary software constructed by two teachers and the researcher. According to the teachers, the quality of physics teaching would be enhanced further by adopting learner-centred teaching methods and the integration of more advanced ICT. The studies show that teachers and students are on their way to develop ICT tools for teaching and learning. Given adequate support, this can pave the way for transforming teaching and allowing for further quality development in innovative and creative ways of learning with ICT.
Det övergripande syftet med denna avhandling är att undersöka hur undervisning och lärande inom högre utbildning sker i tider av förändring både inom språkpolicy och inom lärande. Studien tar socialkonstruktivistiska och socio-kulturella teorier som utgångspunkt. Dessa teorier har kombinerats med en kognitiv teori om lärande med multimedia. Studien består av fyra studier som behandlar den nya situation som uppstått när studenter och lärare behöver bemästra ett vetenskapligt språk på engelska och nya sätt att undervisa och lära med stöd av IKT. Studiernas syfte är att undersöka (i) hur studenter och lärare anpassar sig till ett förändrat undervisningsspråk (ii) vad lärare och studenter inom fysik lär när de konstruerar ett multimedia instrument (iii) utfallet av två olika metoder att lära studenter ett fackspråk inom fysik som det visar sig i olika test (iv) hur lärare reflekterar över användningen av IKT inom ämnesområdet fysik. För att uppnå dessa mål används en kombination av kvalitativa och kvantitativa metoder. I tre studier samlades data från klassrumspraktiker inom högre utbildning. I den fjärde studien intervjuades lärare om sina erfarenheter med IKT. Resultaten visar att förståelse av fackspråkliga begrepp underlättades av att olika språk användes beroende på avstånd eller närhet till eleverna i klassrummet. Samarbete mellan studenter och lärare i att välja ord och begrepp som skulle användas och mellan lärarna och forskaren i att konstruera ett multimedia-instrument påverkade också lärandet positivt. Enligt de intervjuade lärarna skulle kvaliteten i fysikundervisningen kunna förbättras ytterligare genom att använda elevcentrerade undervisningsmetoder och mer avancerad IKT. Studierna visar att lärare och studenter är på väg att utveckla IKT redskap för undervisning och lärande. Med adekvat stöd kan detta bereda vägen för en transformering av undervisningen och ge utrymme för vidare kvalitetsutveckling genom uppfinningsrika och kreativa sätt att lära med stöd av IKT.
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Mironko, Beatrice Karekezi Uwamutara. "Students and teachers' views on factors that hinder or facilitate science students in mastering English for academic purposes (EAP) in Rwanda higher education." University of the Western Cape, 2013. http://hdl.handle.net/11394/2996.

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Philosophiae Doctor - PhD
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.
South Africa
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Ngirabakunzi, Ndimurugero. "Kinyarwaanda sexuality taboo words and their significance in Rwandan culture." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study investigates Kinyarwaanda sexuality taboo words and their meaning in Rwandan culture to enable the youth to improve their communication and the values of Rwandan culture. It explores whether the use of Kinyarwaanda sexuality taboo words is a good way to communicate with one another or is a transgression of Rwandan culture. Its intent is to see the value that Rwandans assign to verbal taboos, particularly sexuality taboo words, to see how these taboos regulate Rwandans lives, to see the attitudes Rwandans hold towards them, and to find out the link there might be between sexuality taboo words, the information dissemination on HIV/AIDS and the spread of AIDS.
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Gatera, Manasse. "La démocratisation de l'enseignement rwandais: essai d'interprétation et analyse des principaux facteurs caractéristiques de son évolution." Doctoral thesis, Universite Libre de Bruxelles, 1996. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212286.

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Rurangirwa, Straton. "Les politiques linguistiques du Rwanda. Enjeux, bilan et perspectives." Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030031.

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Toute la population du Rwanda parle une même langue, le kinyarwanda, à la fois langue nationale et officielle. Cette homogénéité linguistique « de surface » se présente comme l’arbre qui cache la forêt d’une relative diversité linguistique « en profondeur » (dialectes, langues africaines et européennes en présence). L’heure n’est pas encore au chaos, mais l’adoption du trilinguisme officielle en 1996 [(kinyarwanda-français-anglais) impose, plus que par le passé, la définition d’une politique de gestion de la situation sociolinguistique du Rwanda, notamment par la détermination claire, par une loi linguistique, des fonctions des langues officielles dans les différents domaines, pour régler les problèmes qui se posent depuis le bilinguisme kinyarwanda-français adopté vers les années 1930. Les problèmes linguistiques et sociolinguistiques intéressent diverses catégories de personnes depuis le début du 20ème siècle. Cependant, la question de l’utilisation des langues dans les différents domaines et de leur connaissance approximative reste entièrement posée. Ce travail analyse les politiques linguistiques appliquées au Rwanda jusqu’à ce jour pour en dégager les enjeux et en établir le bilan afin de proposer de nouvelles stratégies de gestion de la situation sociolinguistique du Rwanda. Il s’agit en effet d’une politologie linguistique qui s’inscrit dans le cadre théorique et conceptuel déjà très rodé et dont l’efficacité a pu être testée sur le terrain dans différents pays ; cadre théorique qui est emprunté pour l’essentiel au linguiste québécois Jean-Claude Corbeil. Il est enrichi des analyses d’autres auteurs comme Robert Chaudenson, Louis-Jean Calvet, Loïc Depecker, Henri Boyer, etc. sur le concept d’aménagement linguistique et sur des situations concrètes. L’étude s’appuie à la fois sur une recherche documentaire minutieuse, une enquête de terrain qui a été effectuée au Rwanda auprès des diverses catégories de personnes et quelques entretiens informels avec certains intervenants en matière d’aménagement linguistique (linguistes et décideurs)
The whole population of Rwanda speaks the same language, Kinyarwanda, which is both the national and official language. This “surface” linguistic homogeneity is seen as a tree that hides a forest of a relatively “in depth” linguistic diversity (dialects, African and European languages). It is not yet time for chaos but the adoption of official trilingualism (Kinyarwanda-French-English) requires more than ever before the definition of the policy of managing the sociolinguistic situation of Rwanda, namely by clear determination, by a linguistic law, of the roles of official languages in various areas in order to solve the problems that have remained unanswered since the adoption of Kinyarwanda-French bilingualism in the 1930’s. From early the 20th century, the linguistic and sociolinguistic issues have interested various researchers. However, the question of the use of languages in various domains and their approximate mastery is still posed. This work analyses the linguistic policies that have been adopted in Rwanda with aim to bring out the stakes and assess the situation geared towards suggesting the new management strategies of the sociolinguistic situation of Rwanda. This is indeed a linguistic “politology” which falls within the theoretical and conceptual framework already explored whose efficiency has been tested on the ground in different countries. The theoretical framework has essentially been borrowed from the Quebec linguist Jean-Claude Corbeil. It is enriched with analyses of such other authors as Robert Chaudenson, Louis- Jean Calvet, Loïc Depecker, Henri Boyer, etc. on the concept of language planning and concrete situations. The study is based on both a meticulous documentary research and field work that have been carried out in Rwanda with various categories of people and some informal interviews with some stakeholders in language policy and planning [linguists and decision-makers]
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Muyombano, Emmanuel. "The Geography of Primary and Secondary Education in Rwanda." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7773_1263508586.

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The study focuses on primary and secondary education rather than tertiary education as primary schools enrol the largest number of Rwandan students and absorb the major share of public spending on education.

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Kereni, Ildephonse. "Developing academic writing at the National University of Rwanda: a case study of first year economics and management." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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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.
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Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
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Books on the topic "Language and education – Rwanda"

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Sevigny, Joseph A. Rwanda. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1996.

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1958-, Mougniotte Alain, ed. Education et citoyenneté au Rwanda. Paris: L'Harmattan, 2002.

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Athar, Amani. Gihanga: Cyahanze u Rwanda : u Rwanda rwo hambere-- Igice cya II. Kigali: Brotherhood Publications, 2004.

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L'école coloniale au Rwanda, 1900-1962. Paris: L'Harmattan, 2001.

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Obura, A. P. Never again: Educational reconstruction in Rwanda. Paris: International Institute for Educational Planning, 2003.

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Athar, Amani. Igitekerezo cy'ibirara: Umwamo w'abanya Rwanda : u Rwanda rwo hambere-- Igice cya III. Kigali: Brotherhood Publications, 2004.

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Trappes-Lomax, Hugh, and Gibson Ferguson, eds. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.

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Halliday, M. A. K. Language and education. London: Continuum, 2007.

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Elnashar, Narymane A. Language, culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Elnashar, Narymane A. Language culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Book chapters on the topic "Language and education – Rwanda"

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Assan, Joseph, and Lawrence Walker. "The Political Economy of Contemporary Education and the Challenges of Switching Formal Language to English in Rwanda." In Rwanda Fast Forward, 176–91. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137265159_12.

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Bentrovato, Denise. "Rwanda." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 527–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_40.

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Purdeková, Andrea. "Civic Education and Social Transformation in Post-Genocide Rwanda: Forging the Perfect Development Subjects." In Rwanda Fast Forward, 192–209. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137265159_13.

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Hughes, Mike, and Esperance Mukarutwaza. "Higher Education Systems and Institutions, Rwanda." In The International Encyclopedia of Higher Education Systems and Institutions, 1439–48. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_466.

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Hughes, Mike, and Esperance Mukarutwaza. "Higher Education Systems and Institutions, Rwanda." In Encyclopedia of International Higher Education Systems and Institutions, 1–11. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-9553-1_466-1.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Language acquisition and language learning." In Language Education, 59–80. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-4.

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Budd, Yoshi. "Language Education." In What is Next in Educational Research?, 133–39. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-524-1_13.

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Haumschild, Daniel. "Inappropriate Transgressions: Reanimating Necropolitics via Memorialization in Rwanda." In Transitional Justice and Education, 143–58. Göttingen: V&R unipress, 2018. http://dx.doi.org/10.14220/9783737008372.143.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Assessment and evaluation for language and literature." In Language Education, 175–200. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-9.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Perspectives and approaches to language and literacy." In Language Education, 81–102. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-5.

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Conference papers on the topic "Language and education – Rwanda"

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Oktaviani, Feny, Andayani Andayani, and Suyitno Suyitno. "Communication Strategies of Indonesian for Foreign Speaker Students: A Case Study of Turkmenistan and Rwanda Students in Universitas Sebelas Maret." In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295040.

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Pavalam, S. M., M. Jawahar, and Felix K. Akorli. "Blended learning at National University of Rwanda." In 2010 International Conference on Education and Management Technology (ICEMT). IEEE, 2010. http://dx.doi.org/10.1109/icemt.2010.5657664.

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Santiago-Aviles, Jorge J., and Gerri Light. "Ketchup: A STEM Project in Gashora, Rwanda, Rooted in Philadelphia." In 2019 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2019. http://dx.doi.org/10.1109/isecon.2019.8882011.

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Pavalam, S. M., M. Jawahar, and Felix K. Akorli. "Data warehouse based Architecture for Electronic Health Records for Rwanda." In 2010 International Conference on Education and Management Technology (ICEMT). IEEE, 2010. http://dx.doi.org/10.1109/icemt.2010.5657660.

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Twagilimana, Innocent, and Sirkku Mannikko-Barbutiu. "ICT in education policy in Rwanda: current situation, challenges and prospects." In EAI International Conference for Research, Innovation and Development for Africa. EAI, 2018. http://dx.doi.org/10.4108/eai.20-6-2017.2270006.

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Pavalam, S. M., Roger Sapsford, and M. Jawahar. "A feasible Open Learning framework: The case of the National University of Rwanda." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606041.

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Staab, Laurel. "Creating a project-based degree at a new university in Africa." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11180.

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African Leadership University (ALU), a network of higher education institutions, opened its second campus in Rwanda in September of 2017. In order to achieve the institutional vision to educate three million young African Leaders before 2050, the University has made efforts to embrace ‘innovative pedagogy,’ designing curricula and training its teaching staff in active learning and student-centered pedagogy. This paper provides an account of the design and inital delivery of a new degree that ALU offers to its students in Rwanda, called “Global Challenges,” a project-based degree that requires students to structure their learning around a project that they self-design that addresses a challenge facing the continent of Africa. The paper is authored by a member of the faculty of the new degree and uses qualitative practitioner-based research to describe the degree and analyse its alignment with the innovative practice of Project-Based Learning (PBL). Analysis of the degree design shows strong adherence to the principles of PBL; however, more research is needed to evaluate the effectiveness and broader impact of this new educational program.
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"Does Girls’ Education Lead to Gender Equality? Qualitative Evidence from Post-Genocide Rwanda." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.043.

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Ogegbo, Ayodele, and Oyebimpe Adegoke. "STUDENTS EXPERIENCES ON THE USE OF GOOGLE CLASSROOM: CASE STUDY OF A UNIVERSITY IN RWANDA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end060.

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Google is a popular Web 2.0 tools with many interesting facilities and applications. Like many other Web 2.0 tools, Google classroom has potential for teaching and learning due to its unique built-in functions that offer pedagogical, social and technological affordances. With this in mind, Google classroom as an open-source learning platform created in 2015 to simplify and enhance user collaboration, was considered a prominent technology tool used to enhance teaching and learning at a particular University in Rwanda. This study adopts a quantitative descriptive design to investigate university students' Google classroom experiences in Rwanda after participating in an online STEM education course. Data were collected using questionnaires sent to students via a Google form link. The collected data were analyzed using frequency and descriptive analysis. The study has generally confirmed that students have a positive cognitive, affective, and behavioural attitude towards Google classroom use. The study also revealed immediate feedback, accessibility, user-friendliness, collaboration, effective and efficient communication as positive experiences recognized by students using Google classroom in their online STEM education course. Nevertheless, students faced problems such as poor internet connection, lack of technology to access the classroom, insufficient time to submit tasks, lecturers inadequate and untimely response to students’ questions, isolated learning, poor knowledge about the user interface, inadequate skills on how to use the classroom. To further encourage the use of google classroom particularly as a learning management system in Rwandan universities and other universities across Africa, findings from this study recommends that education institutions provide students and lecturers with adequate training and platform on how to use the google classroom interface, improve ICT infrastructures, lecturers’ use of video chat or asynchronous mode to provide adequate and timely feedback to students within stipulated virtual office hours, ensure quality course content.
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Yu He. "The course choice between C language and C++ language." In Education (ICCSE). IEEE, 2009. http://dx.doi.org/10.1109/iccse.2009.5228304.

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Reports on the topic "Language and education – Rwanda"

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Uwase, Jost Uwase, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Rwanda. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36825.

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Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada210760.

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Kimenyi, Eric, Rachel Chuang, and Abeba Taddese. EdTech in Rwanda: A Rapid Scan. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0036.

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EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert
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Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5565.

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Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight, and Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, January 2011. http://dx.doi.org/10.21236/ada562774.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2516.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7218.

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2310.

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2073.

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