Pedagogical Strategies in Teaching and Learning through English as Medium of Instruction at Lower Primary Level in Rwanda

Abstract

This study investigated about pedagogical strategies in teaching and learning through English as medium of instruction at lower primary level in Musanze District, Rwanda, through the phenomenological design.  Out of 117 schools, the study sampled six schools, based on their location and status.  Out of the population of 3738 subjects, the respondents were 12 teachers and 317 learners. Instruments for data collection included non-participant classroom observations, semi-structured interviews with teachers and focus group discussions with learners. Data analysis took place thematically by grouping information into categories and sub-categories based on the types of information they held. The study concluded that after the re-introduction of English as Medium of Instructions, teachers and learners opted specific strategies to enhance the teaching-learning interaction.  While teachers code switched from Kinyarwanda and English and vice versa, poor translation or interpretation led to misconception and misunderstanding of intended meaning. On the other hand, the learners’ strategies included memorization, constant repetition, learning through songs and games, group work discussions and debates. Based on the conclusions, the study recommends that teachers should strive to improve their level of proficiency in English as Medium of Instruction by attending English training sessions organized by the Rwanda Basic Education Board (REB). Learners need to minimize the use of memorization, which does not provide room for critical thinking. Finally, REB has to prepare strategic manuals with recommended teaching and learning strategies for effective interaction during the teaching-learning process.