Examining the implications of the language of instruction policy shift from Kinyarwanda to English on lower primary education in Nyabihu District: challenges and solutions

Abstract

The Rwandan Language in Education Policy has experienced several major transitions, significantly affecting early-stage learners and teachers. In 2008, the government implemented English as the exclusive language of instruction, but reverted to Kinyarwanda for lower primary levels in 2011. In 2019, English was once again reinstated as the main language of instruction for lower primary levels. Announced on December 5, 2019, this shift proved challenging, as the existing curriculum and textbooks were in Kinyarwanda, and teachers were more comfortable using Kinyarwanda, despite the competence-based curriculum requiring active student participation in predominantly Kinyarwanda-speaking communities (Tabaro & Twahirwa, 2018). The objective of this research is to assess the impact of these policy changes by exploring the challenges faced by early-stage learners and teachers in Nyabihu District and proposing viable solutions. A mixed-methods approach was employed, combining qualitative and quantitative data collected through classroom observations, semi-structured interviews, and questionnaires. The findings reveal that while teachers are more at ease instructing in Kinyarwanda, students face limited exposure to English, which impairs their language acquisition and academic progress. However, evidence suggests that students' performance improves as English instruction gradually increases, despite a significant decline in performance during the 2020 academic year, the first year of the policy change. This performance has since shown improvement. Additionally, the scarcity of English-language resources, such as textbooks and teaching aids, and the lack of English-speaking environments outside of the classroom exacerbate the difficulties for both students and teachers. Teachers also reported struggles with implementing constructivist teaching methods due to language barriers, often resorting to more traditional, teacher centred approaches. This study underscores the urgent need for comprehensive language resources and professional development to navigate these policy changes. In response to these challenges, the research advocates for the adoption of a bilingual curriculum system, incorporating both Kinyarwanda and English, to enhance the effectiveness of learner-centred approaches. This approach should account for local linguistic and sociolinguistic contexts to ensure equitable educational opportunities for early-stage learners. The study contributes to the broader discourse on language policy in Rwanda, recommending tailored strategies to enhance teaching and learning in response to shifting language directives