Exploring the potential for language supportive learning in English medium instruction: a Rwandan case study

Abstract

This article puts forward the argument for language supportive learning for learners in English medium instruction (EMI) classrooms based on the findings from a mixed-methods study in Rwanda. The article first reviews the relevant literature and research which looks at the concept of language support, focusing on textbooks and pedagogy in Sub-Saharan African EMI countries. The scant literature which exists suggests that current teaching practice and textbook design are not targeted for learners learning in a second language which frequently results in the global language acting as a major barrier to effective learning across the curriculum. The potential of 'language supportive textbooks and pedagogy' for addressing such a barrier is then considered through an analysis of a recent intervention in Primary 4 Rwandan classrooms. Findings suggest that language supportive learning can lead to significant improvements in learner outcomes and more effective engagement with subjects across the curriculum. Conclusions consider implications for bilingual education policies in Rwanda and further afield.

Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education

“…al 2014). Translanguaging has been found to be effective whether the goal of instruction is to develop bilingual proficiency or transition learners into proficiency in the target LoTL (Botes & Mji, 2010;Kerfoot & Van Heerden, 2015;Makalela, 2014;Milligan et al, 2016;Sowa & Robledo, 2020;Van Staden, 2016).…”

“…Source: Milligan et al (2016). Exploring the potential for language-supportive learning in English medium instruction: A Rwandan case study.…”

“…For literacy this includes bilingual and multimodal texts that are linked to learner developmental progressions and infused with content for strengthening SEL competencies and critical thinking. The goal of the supplementary materials should be to introduce learners to a wide variety of texts types and text genres (Hwa, 2020;Milligan et al, 2016;Piper et al, 2018;Robledo & Gove, 2019). For numeracy, this includes sufficient manipulatives so learners can use them individually or in small groups.…”

“…Available studies are predominantly small scale, and we use this evidence to give insight into the components needed to develop successful upper primary programs. The key evidence we used to inform our recommendations were recent studies on the upper primary grades in Africa, particularly Kenya, the Democratic Republic of Congo, Rwanda, and South Africa (Bethell, 2016;Botes & Mji, 2010;Makalela, 2014;Milligan, Clegg, & Tikly, 2016;Pretorius, 2014;Soendergaard & Cachaper, 2008;Torrente, Alimchandani, & Aber, 2016;Webb & Webb, 2016).Given the limited evidence from LMICs, we also used research from high-income countries (HICs) to supplement our analyses and recommendations (Baker, Geva, Kieffer, Lesaux, Linan-Thompson, Morris, Proctor, & Russell, In the following sections we describe specific examples of the kinds of activities that should be implemented to strengthen teaching and learning in these grades to ensure that learners achieve the minimum proficiency requirements to move on to secondary and tertiary education. The next several sections describe each of the five components and how they can ensure a positive and successful educational experience for learners in an upper primary education program.…”

Secondary Education in Sub-Saharan Africa Teacher Preparation Deployment and Support Case Study Rwanda

“…A review of the literature the use of English as medium of instruction (MOI) in SSA countries, concludes that many learners in primary school and beyond do not have sufficient ability in English to achieve grade-appropriate subject knowledge, which restricts their access to effective classroom practice and thus to the curriculum (Clegg and Simpson, 2016). This is a particular problem in Rwanda (Milligan et al, 2016), which is unsurprising given the novelty of the radical change in language policy, not only in education but across the society. Low levels of English proficiency among learners and teachers is another factor which disproportionately negatively affects marginalised communities, including the very poor living in rural areas, where little or no English is likely to be spoken.…”