Book Chapters from the College of Education https://dr.ur.ac.rw/handle/123456789/819 2026-04-13T20:11:13Z 2026-04-13T20:11:13Z Nzabakirana, Alphonsine https://dr.ur.ac.rw/handle/123456789/2675 2025-11-05T07:34:51Z 2024-03-01T00:00:00Z

Approche par competences dans l’exploitation du texte en classe de français langue etrangere. cas des « teacher training colleges » de la salle Byumba et de Matimba Nzabakirana, Alphonsine Le principal objectif de notre recherche est de montrer le rôle de l’Approche par Compétences (APC) dans l’exploitation du texte en classe de Français Langue Etrangère (FLE) aux Teacher Training Colleges (TTC) de la salle Byumba et Matimba. Cette recherche s’est assigné le triple objectif suivant : (1) Montrer le degré de l’utilisation de l’APC dans l’exploitation du texte en classe de FLE au TTC de la Salle Byumba et Matimba. (2) Identifier les défis liés à l’exploitation du texte en classe de FLE au TTC de la Salle Byumba et Matimba. (3) Suggérer les stratégies pour le renforcement de l’APC dans l’exploitation du texte en classe de FLE au TTC de la Salle Byumba et Matimba. Dans cette recherche, les approches quantitatives et qualitatives ont été adoptées pour la collecte des données. La population de recherche est constituée du nombre de 1914 de TTC de la Salle Byumba et Matimba (1826 apprenants, 69 enseignants et 19 administratifs). Un nombre de 371 participants constitue l’échantillon de notre recherche (361 apprenants, 8 enseignants de français, 2 administratifs). Ces deux TTCs ont été objectivement sélectionnés parmi 16 TTCs du Rwanda, en raison de leur accessibilité, la volonté des participants et leur contribution à la variété des données collectées. Nous avons mené cette étude dans le domaine des langues en éducation, puisque l’intérêt et la motivation d’apprendre le français ont sensiblement été découragés durant ces dernières années. Ainsi, par notre contribution, le remède pourrait-il venir de ceux qui se forment aujourd’hui pour devenir les futurs enseignants de cette langue.Nous avons utilisé trois types d’instruments : le questionnaire, l’observation et l’interview. Cette recherche nous a montré que certains enseignants ne se rendent pas compte que l’utilisation de l’APC dans l’exploitation du texte peut servir de base en classe de FLE pour bien maîtriser cette langue. Cette approche par compétences dans l’exploitation du texte en classe de FLE pourrait permettre d’atteindre le niveau escompté. La conclusion est que ceux qui enseignent le français dans ces écoles n’ont pas eu une formation suffisante sur l’APC. Par conséquent, il est recommandé que ces derniers soient formés à l'Approche Par Compétences et aidés à se rendre compte de l’efficacité de l’APC dans l’exploitation du texte en classe de FLE. Cela pourrait les aider à bien préparer les futurs enseignants de français. Master's Dissertation

2024-03-01T00:00:00Z Sinzibagirwa, Jean https://dr.ur.ac.rw/handle/123456789/2331 2025-08-27T14:37:13Z 2024-04-01T00:00:00Z

The impact of pragmatics in teaching english as a second language: case study of two international schools in Kigali City, Green Hills Academy and Ecole Belge de Kigali Sinzibagirwa, Jean This thesis aimed to explore the impact of pragmatics in teaching English as L2 with the case study of International Secondary Schools in Kigali City. The main objective was to explore the extent to which pragmatics influences teaching and learning English as L2 at international secondary schools. This research was conducted in two (2) International Secondary Schools (ISSs) which were selected using simple random sampling. Questionnaires and interviews were used to get the views from 22 informants, and 20 teachers and 2 directors of studies gave their views. The results indicate that pragmatics may improve the teaching strategies when teachers teach English as L2. Thus, teachers should be given enough training in English which will help them explore the attitudes of their students’ vis- à-vis the issue of the English language when they are in classrooms or outside. In this regard, they would not be the only source of learning. The impact of pragmatics on teaching English as L2 will be appreciated if the strategies proposed in this thesis to overcome the challenges are implemented. These strategies include, among others, closely giving enough training to teachers of English language, allowing students enough time of using English language, well equipped language laboratories and commitment of teachers, school directors of studies and students. Stakeholders of the school should also work together with the administrations of ISSs to facilitate the use of pragmatics for promoting English language as L2 in the ISSs. Master's Dissertation

2024-04-01T00:00:00Z Mbonabuca, Patience David https://dr.ur.ac.rw/handle/123456789/2329 2025-08-27T14:29:30Z 2024-05-01T00:00:00Z

Enseignement-apprentissage de la compétence orale en français dans les écoles secondaires du district de Ngoma au Rwanda. Mbonabuca, Patience David Le Gouvernement du Rwanda, à travers le REB, a mis en place la ligne directive des langues et planification linguistique afin de dynamiser l’enseignement/apprentissage des compétences des techniques linguistiques. Cette étude est menée sur la didactique de la compétence communicative en français au Rwanda. Au Rwanda, le français avait le profil d’une langue officielle et la langue enseignée comme cours après avoir été la langue d’enseignement tout avant 2008. Depuis lors, le français s’est transformé en langue étrangère et en langue enseignée en tant que cours. Cette langue est plus utilisée dans les écritures qu’en oral. Le but de cette recherche est d’explorer l’enseignement de l’expression orale en français pour redynamiser et revitaliser ses stratégies efficaces dans les établissements scolaires secondaires, au Rwanda. Les méthodologies qualitatives et quantitatives ont été utilisées pour examiner la situation de la compétence de communication orale en français. La compétence d’expression orale baisse d’environ 10 % par rapport aux autres compétences enseignées dans les écoles secondaires, alors que l’enseignement de cette compétence est moins privilégié de 15 % par rapport à l’enseignement d’autres compétences. Les résultats du questionnaire, de l’interview et de l’observation parrainés par les théories d’interactionnisme et du socioconstructivisme ont prouvé qu’il est possible d’avoir amélioré l’enseignement apprentissage d’expressions orales en français dans les écoles secondaires. Master's Dissertation

2024-05-01T00:00:00Z Nsengimana, Theophile https://dr.ur.ac.rw/handle/123456789/2328 2025-08-27T14:27:29Z 2022-05-01T00:00:00Z

Science Teachers’ Knowledge, Understanding, Perceptions and Implementation of the Competence-Based Curriculum in Rwanda Lower Secondary School Nsengimana, Theophile Effective implementation of the curriculum requires the capacity to innovate school related factors such as teacher’s knowledge, understanding, skills and perceptions; school management and leadership; physical resources and learners’ characteristics, as well as outside influences. Gaps between the intended and implemented science curricula resulting from the aforementioned factors in Sub-Saharan Africa (SSA) were investigated (Paper 1). However, less is known about these factors and their implications with regard to science Competence-Based Curriculum (CBC) implemented in Rwanda since 2016. This has motivated me to conduct a study aiming at investigating science teachers’ knowledge, understanding and perceptions of the CBC as well as their perceptions of the Inquiry-Based Learning (IBL) in Rwanda. The study further investigated the implementation of the science CBC and established the relationships between the profile of science CBC implementation and the school capacity to innovate in Rwanda lower secondary schools. To fill the research lacunae, this study employed a qualitative approach through case study design. Further, the interpretive research paradigm and Rogan-Grayson’s (2003) theory of curriculum implementation framework guided this research. To explore the understanding of Rwanda science teachers’ knowledge and perceptions of the CBC as well as its implementation, data were collected using a survey questionnaire administered to one hundred and fifty science teachers and semi-structured interviews with twelve science teachers. Moreover, 23 science lessons were video recorded and observed. Further a check list of school facilities was conducted to evaluate the implementation of the science CBC and to establish the relationships between the profile of science CBC implementation and the school capacity to innovate. Quantitative data were analysed and presented statistically, whereas the transcribed qualitative data were thematically analysed, and then presented in narrative form and in ratings. This research revealed unchanged classroom interactions as the lecture-type and talk pedagogy, more emphasis on the mastery of the abstract concepts. In addition, little and even lack of connection between science and daily life persisted in science lessons. With a view to the effective implementation of the science CBC, this research proposed a blueprint which describes what should be done and how to proceed regarding policy adoption, teacher training, and the school community of practice towards for the effective science curriculum implementation (Paper 1). This study further revealed the perceived impediments of the IBL which include insufficient teaching time, lack of resources for practical works, unsatisfactory teachers’ confidence, heavy workloads, large class sizes, and a relatively long syllabus. In this regard, the provision of teaching and learning resources. Adequate professional development programmes were identified as ways of overcoming the impediments pertained to IBL implementation in Rwanda (Paper 2). This study also explored science teachers’ knowledge, understanding and perceptions of the CBC in Rwanda lower secondary education (Paper 3) whereby teachers’ awareness of the potential advantages § IV of CBC upon its successful implementation and of both basic and generic competences to be developed, as well as the cross-cutting issues to be addressed upon intended CBC implementation were identified. The study also examines science teachers understanding of the concept of competence, limited teachers’ knowledge of the generic competences, limited teachers’ understanding of science CBC implementation towards the development of the generic competences. The latter correlates with a limited knowledge and understanding of the learner-centred methods, and limited teachers’ knowledge of the cross-cutting issues. Regarding their perceptions of the science CBC, a demanding curriculum, large class sizes, much content to cover, some students who lack interest to study, lack of timely and quality training incompetent trainers were identified. Furthermore, this research identified variations within school and across schools of levels of CBC implementation with respect to classroom interactions, teaching and learning activities, and assessment, and of science in society (Paper 4). This study related the profile of science CBC implementation to some aspects of school capacity to innovate, particularly with respect to individual teacher’s experience, inadequate preparedness in terms of human and materials resources to enact the CBC. Apart from the proposed blueprint on how to address problems of poor science implementation (paper 1), Rogan and Grayson’s theory of Zone of Feasible Innovation together with Vygotsky’s Zone of Proximal Development, and inclusion of science-society aspects in curriculum documents are suggested. Further, a strong and regular training programmes through a proposed teacher trajectory framework that focus on new ideas and teaching practices were recommended for teachers’ effectiveness. Doctoral Thesis

2022-05-01T00:00:00Z