Contextual understanding of the influence of English language on teacher-learners’ classroom interactions in lower primary schools. The experience of an endoglossic country, Rwanda

Abstract

The study aimed to investigate the influences of the English Medium of Instruction on teacher-learner classroom interactions in the lower primary in the Musanze district in the Northern Province of Rwanda. It was a qualitative research that followed a phenomenological research design. The informants were 60 persons. Data were collected through semi-structured interviews with 12 teachers and focus group discussions with 48 learners in P3. Collected data were analysed thematically. Results revealed that the English language used as MoI influences teacher-learners’ classroom interactions in two ways. On one side, teacher–learners’ classroom interactions through English help teachers and learners improve their communication skills and reduce stigma in English-speaking communities. However, low proficiency in the English language hinders effective teacher-learner classroom interactions and leads to poor learning performance. The study concluded that it is difficult to teach and learn English in lower primary schools and recommended constant in-service teachers’ continuous professional development (CPD) in English in four communication skills (reading, writing, speaking, and listening). In addition, sufficient preparation of learners to cope effectively with using the English language from the pre-primary stage of learning was suggested.