Perceptions of social and religious studies teachers on using english as the medium of instruction in Rwandan lower primary schools

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.