Transitioning to an unfamiliar medium of instruction: Strategies used by Rwandan primary school teachers to enable learning
•Teachers play crucial roles in achieving the national policy visions envisaged.•Rwandan teachers have suggested a wide range of innovative strategies to support students learning in an unfamiliar MOI.•Engaging with teacher perspectives is the key to develop more context-sensitive strategies to supp...
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| Published in | International journal of educational research Vol. 120; p. 102206 |
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| Main Authors | , , , , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
2023
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| Subjects | |
| Online Access | Get full text |
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| Abstract | •Teachers play crucial roles in achieving the national policy visions envisaged.•Rwandan teachers have suggested a wide range of innovative strategies to support students learning in an unfamiliar MOI.•Engaging with teacher perspectives is the key to develop more context-sensitive strategies to support student learning.
In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students’ learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education schools indicate that teachers use a rich repertoire of strategies to support students’ learning, which can be clustered into four key themes: (1) communication in an unfamiliar MOI, (2) strategies for visual demonstration (3) strategies for engaging students, and (4) commitment to supporting students with different needs. The implications of these findings are discussed. |
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| AbstractList | •Teachers play crucial roles in achieving the national policy visions envisaged.•Rwandan teachers have suggested a wide range of innovative strategies to support students learning in an unfamiliar MOI.•Engaging with teacher perspectives is the key to develop more context-sensitive strategies to support student learning.
In many post-colonial African countries, teaching using international languages as the medium of instruction (MOI) places particular challenges with respect to engaging students in learning. This paper explores pedagogical strategies used by Rwandan teachers in primary schools to support their students’ learning subject content when English is the MOI. Findings from 24 interviews and four focus group discussions in four 12-year Basic Education schools indicate that teachers use a rich repertoire of strategies to support students’ learning, which can be clustered into four key themes: (1) communication in an unfamiliar MOI, (2) strategies for visual demonstration (3) strategies for engaging students, and (4) commitment to supporting students with different needs. The implications of these findings are discussed. |
| ArticleNumber | 102206 |
| Author | Sabates, Ricardo Ntabajyana, Sylvestre Bizimana, Barthelemy Ndabaga, Eugene Kwok, Pui Ki Patricia |
| Author_xml | – sequence: 1 givenname: Eugene surname: Ndabaga fullname: Ndabaga, Eugene organization: University of Rwanda-College of Education, Rwanda – sequence: 2 givenname: Pui Ki Patricia surname: Kwok fullname: Kwok, Pui Ki Patricia email: pkpk2@cam.ac.uk organization: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, United Kingdom – sequence: 3 givenname: Ricardo surname: Sabates fullname: Sabates, Ricardo organization: Faculty of Education, University of Cambridge, 184 Hills Road, Cambridge CB2 8PQ, United Kingdom – sequence: 4 givenname: Sylvestre surname: Ntabajyana fullname: Ntabajyana, Sylvestre organization: University of Rwanda-College of Education, Rwanda – sequence: 5 givenname: Barthelemy surname: Bizimana fullname: Bizimana, Barthelemy organization: University of Rwanda-College of Education, Rwanda |
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| Keywords | Medium of Instruction Competence-based curriculum Teaching strategies Rwanda |
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