Abstract:
This study explored the perceptions of Social and Religious Studies teachers regarding the use
of English as the medium of instruction (EMI) in Rwandan lower primary schools. Specifically,
it aimed to identify the perceived instructional benefits of EMI, evaluate the effectiveness of
pedagogical strategies used in EMI settings, and examine the challenges associated with its
implementation. This qualitative study was guided by a constructivist paradigm and employed
a case study design, using a census method that involved all nineteen teachers from Primary
One to Primary Three. Data was collected through semi-structured interviews and classroom
observations and analyzed using thematic analysis. Findings indicated that EMI contributed to
improved English language proficiency among both teachers and learners, promoted early
grade learning outcomes, and encouraged the use of digital tools and research-based
instructional practices. However, the effectiveness of pedagogical strategies was influenced by
teachers’ English fluency and the availability of instructional materials. Key challenges
identified included limited English proficiency, insufficient teacher training, scarcity of
teaching and learning resources, low parental involvement, and increased teacher workload.
The study concludes that while EMI demonstrates several perceived instructional benefits, its
success in lower primary education depends on strengthening teacher capacity, enhancing
resource availability, and adopting supportive language strategies. It recommends targeted
professional development, a review of the early-grade language policy, and initiatives to
increase parental engagement to improve the implementation of EMI in Rwandan primary
schools.
