IMPLEMENTATION OF ENGLISH LANGUAGE POLICY AND TEACHERS’ EFFECTIVENESS IN SECONDARY SCHOOLS IN RULINDO DISTRICT IN RWANDA

A Thesis Presented to the CoNege of H~gher Degree and Research (CHDR) Kampa’a Internat~onM Un~versfty Kampalla, Uganda

In Part~all Fu~fiNment of the Requfrements for the Degree of Master of Educatbn Management

By: BUSORO BARTHELEMY REG~ No: MED/19035/72/DF

NOVEMBER 2013 ABSTRACT This study was carried out to establish the relationship between English language policy implementation and teachers’ effectiveness in Rwanda in particular reference to Rulindo District. In order to achieve the research purpose, four research objectives were formulated and these included: to find out how English language policy is being implemented; to determine level of teachers’ effectiveness; to establish significant difference in: (a) English language policy implementation between private and public secondary schools; (b) teachers’ effectiveness between private and public secondary schools; and lastly, to establish relationship between English language policy implementation and teachers’ effectiveness in secondary schools in Rulindo district. This study employed descriptive survey and descriptive correlation design. The research sample was 302 and these involved students of the selected secondary schools, Purposive sampling was used to select ordinary students and systematic random sampling technique was used to select student leaders as respondents. The research instruments used were closed-ended and self-administered questionnaires. Frequencies and percentages were used to analyze respondents’ profile while mean were used to determine the level of research variables. ANOVA was used to establish the difference existing in the variables between private and public secondary schools and test the first two research hypotheses while correlation and regression coefficients were used to establish relationship between the study variables and to test the last research hypothesis. The research findings indicated that the extent of English language policy implementation in secondary schools in Rulindo district was generally high (mean=2.53); teachers effectiveness was also high (mean=2.56); a significant difference in English language policy implementation and teachers’ effectiveness was found (Mean of 2.8842 for private schools and 1.2436 for public schools at F ratio of 1.541E with sig. value of 0.00; mean of 2.9714 for private schools and 1.2812 for public schools at F. ratio of 1.512E3; sig. value of 0.000 respectively). A significant relationship between English language policy implementation and teachers’ effectiveness was also found at r. value 0.887, Beta value of 0.887 and sig. value of 0.000. It was concluded that effectiveness in English language policy implementation would enable the effectiveness of teachers. It was recommended that more efforts should be put in place by the government and schools owners to ensure that teachers acquire a considerable level of English language that can help them control and manage their classes and in teaching; continues training for teachers should continue especially during holidays; teachers should be given opportunity to further their studies as a a way of improving their studies, DECLARATION A

This thesis is my original work and has not been presented for a Degree or any other Academic Award in any University or Institution of Learning.

Busoro Barthelemy

Sig

Date: ______DECLARATION B

“I confirm that the work reported in this thesis was carried out by the candidate under my supervision.”

Dr. Kayindu Vincent

Signature: ______

Date: (~f L(f~1~ DEDICATION ThIs study Is dedicated th my wife MUKASEKURU Colombe, who supported me In all kInds of life most espedally In my studIes at Kampala International University.

iv ACKNOWLEDGEMENT

My utmost word of gratitude goes to the Almighty God who has always been protecting and guiding me since early childhood up to now.

I would like to acknowledge the varied assistance of the following persons in the course of my research. To my research supervisor Dr. Kayindu Vincent who guided me and advised me while carrying out this study.

To the administrators os all the secondary schools in Rulindo district and all teachers for their participation in this study through filling in the questionnaires and giving me the permission to carry out this study in their institutions.

To my parents Mr. Busoro Ferdinand and Mrs. Mukankusi and my siblings who have helped me in their various capacities to put me in the right path of life and promoting me in academic ladder. Special work of thanks goes to my children Jemimah Busoro, Davide Busoro, Emmanuel Ganza Busoro, Peacemaker Busoro and Gabriella Busoro.

To all my friends and colleagues particularly all the teachers of GS Ntarabana among others for their generous cooperation and support during the course of this research.

Lastly, to all individuals who contributed in one way or another towards the success of this work.

Thank you and God Bless you all!

v TABLE OF CONTENTS ABSTRACT DECLARATION A DECLARATION B DEDICATION iv ACKNOWLEDGEMENT v TABLE OF CONTENTS vi LIST OF FIGURE x OPERATIONAL DEFINITIONS OF KEY TERMS xi ABBREVIATIONS AND ACRONYMS xii

CHAPTER ONE: INTRODUCTION 1 1.1 Background of the Study 1 1.1.1, Historical Perspective 1 1.1.2 Theoretical Perspective 3 1.1.3 Conceptual Perspective 3 1.1.4 Contextual Perspective 4 1.2 Statement of the Problem 4 1.3 Purpose of the Study 5 1.4 Specific Objectives 5 1.5 Research Questions 5 1.6 Research Hypotheses 6 1.7 Scope of the Study 6 1.71. Geographical Scope 6 1.72 Content Scope 6 1.73 Time Scope 7 1.8 Significance of the Study

CHAPTER TWO: LITERATURE REVIEW g 2.1 Introduction g 2.2 Theoretical Review g

vi 2.3 Conceptual Framework 9 2.4 Related Literature 20

CHAPTER THREE: METHODOLOGY 23 3.1 Introduction 23 3.2 Research Design 23 3.3 Research Population 23 3.4 Sample Size 23 3.5 Sampling Procedures 24 3.6 Research Instruments 24 3.7 Validity and Reliability of Instruments 25 3.8 Data Gathering Procedures 26 3.9 Data Analysis 27 3.10 Ethical Consideration 27 3.11 Limitations of the Study 28

CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 29 4.1 Introduction 29 4.2 Respondents’ Profile 29 4.3 English Language Policy Implementation 30 4.4 Level of Teachers’ Effectiveness in Secondary Schools in Rulindo District 32 4.5 Difference in the level of different English Language Policy Implementation and Teachers’ Effectiveness between Public and Private School 35 4.6 Relationship between English Language Policy Implementation and Teachers’ Effectiveness in Rulindo district 37

CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS 39 5.1 Introduction 39 5.2 Discussion of Findings 39 5.3 Conclusions 42 5.4 Recommendations 43 vii REFERENCES 45 APPENDICES 51 APPENDIX IA: TRANSMITTAL LETTER 51 APPENDIX IB: TRANSMITTAL LETTER FOR RESPONDENTS 52 APPENDIX II: INFORMED CONSENT 53 APPENDIX III A: FACE SHEET: PROFILE OF TEACHERS 54 APPENDIX III B: QUESTIONNAIRE TO DETERMINE IMPLEMENTATION OF ENGLISH LANGUAGE POLICY 55 APPENDIX IV: RESEARCHER’S CURRICULUM VITAE 57

VI I I LIST OF TABLES Table 1: Respondents of the Study 24

Table 2: Reliability Statistics 26 Table 3: Respondents’ Profile 29

Table 4: Extent of English Language Policy Implementation in secondary schools in Rulindo district 31

Table 5: Teachers’ Effectiveness in secondary schools in Rulindo district 33

Table 6: Difference in the level of English Language Policy Implementation and Teachers’ Effectiveness between Public and Private School in Rulindo 35

Table 7: Relationship between English Language Policy Implementation and Teachers’ Effectiveness in Rulindo District 37

Table 8: Regression Coefficient between English Language Implementation and Teachers’ Effectiveness 38

ix LIST OF FIGURE Figure 1: Conceptual Framework 10

x OPERATIONAL DEFINITIONS OF KEY TERMS For the purpose of this research, the following terms are defined as they are used in the study: English Language Policy is the Rwanda government’s initiative and program to shift from French to English in its education system as well as in its service sector. Aspects to be considered while determining the effectiveness in the implementation of this policy will include; the methodology being used; time duration; the facilitators employed; the level of exposer to practice; and the learning aids provided.

Teachers’ effectiveness in this study involved teachers’ ability to cultivate thinking skills, stimulate interest in the subject, and motivate students to learn,

xi ABBREVIATIONS AND ACRONYMS

CLT Communicative Language Teaching KIU Kampala International University CVI Content Validity Index SPSS Statistical Package for Social Science CHDR College of Higher Degrees and Research

XI I CHAPTER ONE: INTRODUCTION

Li Background of the Study

LLL H~storka~ Perspect~ve The level of education one has is often seen as a form of capital accumulation which helps in countries’ development. In Rwanda, the government implemented educational policies over the years to ensure there is a high literacy rate among the population (Musoni, (2010). As of 2004-2008, 77% of males and females were literate, which is a relatively high percentage, however, since the country has not yet acquired 100 % literacy rate, it is important for the government to do more so that a higher literacy rate can be acquired.

In 2008, Rwanda announced an official policy of teaching in English in its schools in an attempt to raise the international profile of the country (Bowdler, 2010). Previously, French was the dominant foreign language in the African country with the majority of the population speaking the native Kinyarwanda. However, since the 1994 Rwandan genocide, Rwanda and France have been quick to blame each other for the massacre of more than 800,000 Tutsis, thus, souring relations between the two nations (Anyango, 2010). Although this is not a reason given behind the switch from French to English, many believe that it did play a major role in the decision to eliminate French from the national curriculum (Anyango, 2010).

Officially, the Rwandan government has explained the decision as a way to strengthen ties between its English-speaking neighbors including Uganda, Kenya and Tanzania. It was also asserted that the language would also help the country in terms of economy and business as English is the leading language around the world in terms of trade and commerce (McGreal, 2009). As of January 2009, 4,700 of RwandaTs 31,000 primary school teachers had received English training, and 600 of the 12,000 secondary

1 school teachers had also received the same. There is growing demand for people qualified in Teaching English as a Foreign Language to travel to Rwanda and help raise the knowledge of the language among the 43,000 teachers in the country (McGreal, 2009).

As Briggs (2010) indicated, people from neighboring countries have moved into Rwanda to help teach English to the teachers, and the British Council has already sent TEFL teachers in the country. Briggs also noted that for independent teachers of English, there are many opportunities to begin teaching English as a foreign language in the country, with the opportunity to learn new skills and immerse themselves in the culture of Rwanda. From the above, it can be said that the country has already made some steps towards making English the national second language, as entrance to the elite Institute of Science and Technology is in English and it is becoming increasingl’.’ the language of the national university. There are more government officials speaking English although many are still more comfortable with using French. The dominant language however remains Kinyarwanda as this is spoken by every Rwandan, making social cohesion easier after the tumult of the 1990s (Henley, 2011).

As teachers continue to be trained in the English language, the process of teaching classes in English instead of Kinyarwanda remains a slow one. Maths and science will be two of the early subjects to be taught in the new language with more descriptive classes like art and history still been taught in Kinyarwanda until the teachers are more fluent in English (Ministry of Education And Sports, 2010). From early evidence, it seems that the children are quickly picking up the language and the success of the reform will depend on how many teachers will be able to demonstrate a skilled understanding of English (Bowdler, 2010).

2 LL2 Theoretical Perspective Theoretically, the study was specifically based on the behaviorism theory of B.F. Skinner (Kalmathout, 2006) that assumes that one of the individual factors leading to high work performance among employees is related to ones behavior and an individual’s interaction with the environment. In the author’s deeper explanation, the theorist asserted that employees can show high level of commitment when their interaction and relationship within the given environment is cordially. As language plays a greater role in enhancing good communication among employees and good communication is enabled by fluency in spoken and understanding a language, efforts should be made to ensure that teachers have a complete command of the language they use for instruction. Thus, since the implementation of English language policy has significantly changed the environment in which many teachers relate in Rwanda, their commitment could equally be affected. However, this was not yet ascertained but attempted in this study.

LL3 Conceptual Perspective The term policy can be defined as a course or principle of action adopted or proposed by a government, party, business, or individual (Online Etymology Dictionary, 2011). It can also be defined as a plan or course of action, as of a government, political party, or business, intended to influence and determine decisions, actions, and other matters. English Language Policy is the Rwanda government’s initiative and program to shift from French to English in its education system as well as in its service sector. Aspects to be considered while determining the effectiveness in the implementation of this policy will include; the methodology being used; time duration; the facilitators employed; the level of exposer to practice; and the learning aids provided. According to the online Etymology Dictionary (2011), effectiveness is the capability of producing a desired result. When something is deemed effective, it means it has an intended or expected outcome, or produces a deep, vivid impression. In this regard, teachers’ effectiveness in this study involved teachers’ ability to cultivate thinking skills, stimulate interest in the subject, and motivate students to learn.

3 The general impression from the two concepts, proper implementation of a policy can significantly influence the way through which things are done. It was therefore through the understanding of these concepts that this study was carried out the establish whether English Language Policy in Rwanda has influenced teachers peiformance or not in particular reference to the teachers in selected secondary schools in Rulindo District.

LL4 Contextua~ Perspecth,e Much as the sweeping reforms have already started in many schools, with some teachers already having received some basic training in the English language, there is the problem that many teachers in Rulindo district like in other parts of Rwanda do not know enough English to be able to teach their students, this has rendered reform in some schools very difficult (McGreal, 2009). It is also being mentioned that teacher inability to express themselves properly in English language has affected some teachers’ effectiveness to deliver (McGreal, 2009), However, what is not clear is on how teachers’ effectiveness is affected due to implementation of English language policy in Rwanda. Further still, there is no clarity on the level at which implementation of English language can affect teachers’ effectiveness to deliver. Thus, the desire to find out how implementation of English language in Rwandan schools influence teachers effectiveness and the level of the influence between the two variables prompts the need for this study in secondary schools in Rulindo District in Rwanda.

L2 Statement of the Prob~em Although many teachers have received some training in English language since the implementation of English language policy in Rwandan schools in 2009, McGreal (2009) believes that inability of many teachers to express themselves well enough in the language has affected their effectiveness. However, McGreal did not indicate how teachers’ effectiveness is affected as a result of implementation of English language policy in schools and the level at which teachers’ effectiveness is affected as a result of implementation of English language policy in Rwandan schools. Further still, this study

4 was carried out in 2009 when English Language was newly implemented as a medium of instruction in secondary school. Thus, there is the need to find out how the implementation of English language policy in Rwandan schools has affected teachers’ effectiveness therefore prompted the need for this study in secondary schools in Rulindo District in Rwanda.

L3 Purpose of the Study This study established the correlation between implementation of English Language Policy and teacher’s effectiveness in secondary schools in Rulindo District, Rwanda.

L4 Specific Objectives (i) To determine the implementation of English Language Policy in secondary schools in Rulindo District. (ii) To examine teachers’ effectiveness since the implementation of English language policy. (iii) To find out if there is any significant difference in: (a) the extent of the implementation of English language policy between private schools and public schools? (b) the level of teachers’ effectiveness between private and public secondary schools in Rulindo district. (iv) To establish whether there is a significant relationship between the extent of implementation of English language policy and teachers’ effectiveness in secondary schools in Rulindo district.

1~5 Research Questions (i) What is the extent of the implementation of English Language Policy in secondary schools in Rulindo district? (ii) What is the level of teachers’ effectiveness in secondary schools in Rulindo since the implementation of English language policy? (iii) Is there any significant difference in the: 5 (a) extent of the implementation of English language policy between private and secondary schools in Rulindo district? (b) level of teachers’ effectiveness between public and private secondary schools in Rulindo district? (iv) Is there any significant relationship between the extent of implementation of English language policy and teachers’ effectiveness in Rulindo district?

L6 Research Hypotheses Ho1~There is no significant difference in: (a) extent of implementation of English Language policy between private and public secondary schools in Rulindo district (b) level teachers’ effectiveness between private and public in secondary schools in Rulindo Ho2~There is no significant relationship between the extent of implementation of English language policy and teachers’ effectiveness.

L7 Scope of the Study

~l.7. L Geographical Scope Geographically, this study was carried out in selected secondary schools in Rulindo district in Rwanda. Both public and private secondary schools were considered for this study. The public secondary schools include GS. Rusasa, GS. Ntarabana, GS. Masoro, GS. Musongi and GS. Shyorongi whereas the private secondary schools involved ES. Remera, Es. Nyirangama, ES. Rwahi, Ngarama and finally, Institute Polytechnic De Buberuka.

LZ2 Content Scope In content, the study focused on extent of the implementation of English language policy; teachers’ effectiveness; significant difference in the extent of the implementation of English language policy between private and public secondary

6 schools; significant difference in teachers’ effectiveness in private and public secondary schools; and lastly, relationship between extent of the implementation of English language policy and level of teacher’ effectiveness in secondary schools in Rulindo district.

L7,3 Time Scope In time scope, the study focused on teachers’ effectiveness in the last five last years that is, from 2008 to 2012. This time scope was considered because it was until 2008 that the policy of shifting from French to English was fully put in place in the education sector of the country.

L8 S~gn~fkance of the Study This study on English language policy and teachers’ effectiveness can be significant to different stakeholders such as the Ministry of Education, school administrators, students, other future researchers.

The MinL$tIy of education can benefit from this study since it can enlighten them more about the existing challenges resulting from the hasty decision of implementing English language policy in education sector. This will enable them to plan more resources in terms of expert and finance so that such challenges are minimized before they affect the entire education system in the country.

School admin,~trators can also learn different aspects that have been resulted from the implementation of English language policy and how these have affected teachers and their roles and responsibilities. This will also enable them to participate in improving their teachers’ skills and knowledge in the language, thus creating better working environment to them.

7 Students can also benefit from this study since improvement in their teachers knowledge about English language will definitely help to improve their understanding and mastery of subject contents. This will help to promote their academic performance.

Future researchers can also base themselves on the research findings in the case of Rulindo district. They can set their basis on the research findings in here whole establishing their own studies. They may also use the work in this study as a point of reference.

8 CHAPTER TWO: LITERATURE REVIEW

2J. Introductbn This chapter elaborates what other authors have said about the research variables and their relationship. It begins with theoretical review and then conceptual framework. This is followed by the related literature.

2~2 Theoretica~ Review This study was based on the behaviorism theory of B~F. Skinner (Kalmathout, 2006). The behaviorism theory of Skinner assumes that one of the individual factors leading to high work performance among employees is related to ones behavior and an individual’s interaction with the environment. In the author’s deeper explanation, the theorist asserted that employees can show high level of commitment when their interaction and relationship within the given is cordially. Thus, since the implementation of English language policy has significantly changed the environment in which many teachers relate in Rwanda, their commitment could equally be affected. However, this was not yet ascertained but attempted in this study.

2~3 Conceptuall Framework The conceptual framework establishes the relationship between English language policy implementation and teachers’ effectiveness. This can be shown diagrammatically as shown in Figure 1.

9 Figure 1: Conceptua~ Framework

Independent Var~ablle Dependent var~ab~e

Engll~sh Language Poflcy Policy related to teacher and Teachers’ effect~veness students’ compliance o Class control and management o Teachers’ training sufficiency o Training incentives and • Teaching Skills effectiveness • Elements of communication

Interven~ng Var~ab~es o Inadequate training • Inadequate fund for training

Source: DeveAoped by Researcher; adopted from Werner (2004) The conceptual framework shows that effectiveness in the implementation of English language policy as regards to policy related to teacher and students’ compliance; teachers’ training sufficiency, training incentives and effectiveness and elements of communication influence teachers’ effectiveness in terms of class control and management and teaching skills. However, this interaction can be hindered if the training given to teachers is ineffective, fund for implementation of English language policy is inadequate.

2~3~1 Enghsh Language Poilcy ~n Rwanda

According to Kyeyune (2010) and Webb (2004), a language of instruction is an enabling tool which facilitates the learning of content subjects. In this regard, the current globalization phenomenon has pushed many nations to adopt English as the language of teaching and learning even in contexts where English is a second or foreign language to learners.

10 In principle, using English, when it is a second! foreign language, as a language of teaching and learning might not be an obstacle to the full development of learners’ conceptual abilities, provided they are fully conversant in the language of instruction (Webb 2004), However, with reference to the African context, extensive research shows that many African learners are not proficient enough in English to be able to use it appropriately as the language of instruction (Alidou and Brock-Utne 2011; Kyeyune 2010).

Although the choice of English is most of the time supported by political, social and economic arguments (Choi and Tam 2011, Trudell 2010), research has questioned the fairness and success of education conveyed through a language that is unfamiliar to both teachers and learners. Through various studies, researchers hold that the language used for learning and teaching is crucial for learners’ acquisition of knowledge and understanding and the development of their skills, and for their ability to demonstrate their acquired knowledge effectively in assignments and examinations. If learners do not know the language used as the medium of instruction well enough, they will have problems to develop educationally (Brock Utne and Alidou 2011; Wolff 2011).

Rwanda as one African country is not an exception to the above-mentioned scenario. Recent research have highlighted the mismatch between Rwandan learners’ English language abilities and the cognitive academic requirements they meet in higher education (Andersson, Kagwesage and Rusanganwa 2012; Kagwesage 2012). Logically, if language abilities do not match with the conceptual requirement, this would lead to frustration and a request to change the medium,

However, English remains the preferred medium of instruction among the students mainly due to the instrumental motivation associated with the use of English as an international language (Kagwesage 2012), In addition, university statistics do not highlight increased attrition or drop-out rates as a result of the language through which 11 higher education instruction is conveyed. This intrigued the present paper and therefore, the overarching aim of the present study is to investigate strategies that higher education students use in order to cope with their academic requirements.

Language in education policy in Rwanda has dramatically changed over the last few years (Andersson, Kagwesage and Rusanganwa 2012). According to the scholars, before 1994, the language of instruction in primary schools was Kinyarwanda (Li) and French (L2) in secondary and tertiary education. The scholars also mentioned that since 1995 the Government of Rwanda decided to create a ‘trilingual’ society, introducing English (L3) as an official language and medium of instruction in addition to Kinyarwanda and French. Until 2008, both English and French were used as media of instruction in higher education depending on the lecturers’ linguistic abilities. At the same time, students with language problems were given support courses either in English or French depending on where they had problems.

However, starting from 2009, a new policy, introduced with immediate effect, required students to start all their academic subjects in English, regardless of whether they had been learning in French or in English in secondary school (Mineduc 2008). The shift was mainly motivated by political, economic and social arguments (Samuelson and Freedman 2010) to keep pace with the globalization trend.

Communkat~ve Language PoNcy Most groups are enthusiastic about the lesson opportunities which communicative language teaching (CLT) offers. However, Andrewes (2005) indicated people felt constrained, by the system under which they operated, especially those teaching in settings which are particularly exam-focused. Thus, Andrewes, indicated normally people queried the relevance of CLT to their situation, where many of the students never used English outside the classroom.

12 In effectively implementing communicative language policy, Hu, Guangwei (2002) noted that it is important to start with questioning the appropriateness of CLT for the diverse learner groups. This therefore can be supported by current reading on the topic; the titles of some articles bringing the interest among learners.

Ellements of Communkat~on Language Teach~ng (CLT)

Communication — According to Ability One of the main aspects that have been debated among the elements of communication language teaching policy has been whether CLT should be considered an approach or a methodology. However, according to the Lowe (2005), elements of communication language teaching should be considered to be more practical aspects, thus as a methodology. In fact, it is those very elements, and the name itself, which have been used to challenge the future relevance of CLT.

According to Andrewes (2005), the label of communication according to ability implies a focus on communication and some might argue that this method can’t be employed genuinely with low levels as there is no authentic communication, due to a limited vocabulary and restricted range of functions. Initially, many of a learner’s utterances are very formulaic. However, Doman (2005) believes that with proper guidelines, the length and complexity of exchanges, and confident delivery, can significantly grow with the student’s language ability much as the percentage of their English expressions are may remain unique, and many of them may often rely on a set phrase; and with natural intonation does not make it original.

With the emphasis on communication, there is also the implication that spoken exchanges can be authentic and meaningful; detractors claim that the artificial nature of classroom—based (i.e. teacher - created) interactions makes CLT an oxymoron. Nevertheless, according to Lowe (2005) a proficient teacher can provide a context so that class interactions are realistic and meaningful but with the support needed to assist learners/students to generate the target language. This statement is also supported by 13 Lowe (2005) as he said that there is also need to consider that producing language is a skill and when people learn a skill they need to practice in improvised settings.

Accuracy as Well as Fluency in English Language Andrewes (2005) argued that the extent of some of the structures or functions may never be used in real life. In giving one adjective order example, the author noted that; to speed up the learning process, learners should be exposed to environment that can make them produce a phrase with a string of adjectives, such as “a strong, orange, Norwegian, canvas tent” Although this may appear very unnatural, Andrewes (2005) also considers that sometimes teachers should be able to only combine two or three adjectives. Doman (2005) also agrees with this kind of learning process in which he points out that giving learners to follow a map and negotiate exhaustive directions for example can suggest maze-like complexity and make learners to work on accuracy as well as fluency. I agree with these authors since such exercises can expose learners’ patterns which they can later activate.

Lowe (2005) showed that the focus on accuracy versus fluency is one of the issues not often considered in a discussion of CLT. The teacher decides to pay attention to one or other end of this band, depending on the type of lesson, or the stage of a particular lesson, and accuracy is their choice if they want to deal with students getting things right, take an opportunity for correction, or gauge the success of their teaching, for example. In most cases, there is freer speaking involves more choice, therefore more ambiguity, and less teacher intervention. However, Lowe (2005) argues that while CLT implies the lessons are more student-centered, this does not mean they are un structured. The teacher does have a very important role in the process, and that is setting up activities so that communication actually happens. Since there is a lot of preparation; accuracy practice is the bridge to a fluency activity. I also agree with Lowe (2005) since CLT policy should involve equipping learners with vocabulary, structures and functions, as well as strategies, to enable them to interact successfully.

14 Hu, Guangwei (2002) also introduces the matter of grammatical versus communicative competence while emphasizing the aspect of accuracy and fluency. Hu, Guangwei (2002) believes that if two are viewed as mutually exclusive, then one is likely to champion one over the other, in terms of approach, curriculum or whatever else determines and defines our classroom teaching. It is through this that Hu, Guangwei (2002) in fact, Canale and Swain!s model of communicative competence, referred to by Guangwei Hu, includes four sub-categories, namely grammatical, sociolinguistic discourse and strategic. Basing on the aspect of grammatical versus communicative competence, I also concur with Hu, Guangwei (2002) since mastering the two demands that someone competent in English should demonstrate both rules of grammar and use.

Promoting Learning ofEnglish Language This returns to the consideration of those who are teaching as it addresses the reason as to why someone is teaching. According to Lowe, Mark (2005) for example, it is the duty of teachers to ask them as to whether their students are aiming to learn or acquire English or their students need to know lexical items and linguistic rules as a means of passing an exam, or they want to be able to interact in English. The scholar stressed that for those inclined to maintain the dichotomy between learning and acquisition, and who argue that their primary focus is learners, CLT policy still has relevance. Thus, it is timely to review an early definition of CLT as it is basically about promoting learning.

Then again, Andrewes (2005) suggests that teachers sometimes follow Halliday’s lead and drop the distinction between learning and acquisition, and refer to language mastery instead. According to them after all, if the students master the language, they will certainly be able to perform better in exams, if that is their goal. In addition, those who do see a purpose beyond classroom-related English will be better equipped for using the language socially, In this case, I agree with Andrewes (2005) since the implementation of English language policy should also try to focus on equipping 15 teachers using the language in different spheres of life so that they can be able to delivery course contents to their students.

Motivation in Engllsh Language Learning One of the constant discussions in teacher training groups should be how to motivate students or learners (Andrewes (2005). This suggests that the focus on passing the exam is not always enough. Thus, motivation relates to engaging students but also includes confidence building. In his explanation, Andrewes believes that if there is a climate of trust and support in the classroom, then students are more likely to contribute. One way of developing this is to allow pair-checking of answers before open-class checking occurs. Another way is to include an opportunity for students to discuss a topic in small groups before there is any expectation that they speak in front of the whole class. I also agree with Andrewes as creating an environment for ongoing negotiation during interaction can significantly increase the learners~ overt participation.

Sometimes the participation is hardly what one would define as Tnegotiation’, but merely a contribution. Doman, Evelyn (2005) believes that for a few students, just uttering a word or a phrase can be an achievement. The researcher reaffirms that indeed, some of the teachers in the training sessions said this was the goal they set for their more reticent learners. Thus, students should be exposed to different activities such that they can express their pride at being able to do so.

According to Lowe (2005) if teachers consider an activity to be irrelevant or noc engaging enough, there are many other tasks which may be more appropriate, such as surveys, using a stimulus picture and prompt questions (Who. ..Where... When.. .What...), or a series of pictures which need to be sequenced before a story is discussed. In this respect, CLT can address another area which constantly challenges teachers, the mixed-ability class. When the lesson progresses to a freer-speaking activity, students can contribute according to their ability and confidence, although both need to be stretched. So there is a challenge for the more capable students, while 16 those with an average ability still feel their effort is valid. This compares with the less creative opportunities offered by some textbooks, where students read a dialogue, perhaps doing a substitution activity, for example.

2~3~2 Teachers’ Effect~veness Teachers effectiveness has been defined as teachers who help pupils: acquire knowledge of and facility with numbers, number relations and number operations based on an integrated network of understanding, techniques, strategies and application skills; learn how to apply this knowledge of and facility with numbers, number relations and number operations in a variety of contexts (Gaubatz, 2000).

According to Gaubatz, (2000), judgments about the effectiveness of teachers in bringing about the above learning outcomes may be based on expectations of and evidence about one or more of the following: teacher behavior; pupil behavior; pupil learning outcomes.

Identifying effective teachers in terms ofexpectations ofteacher behavior According to Centra, and Gaubatz (2000), the origins of notions of effective teacher behavior are numerous. In giving an example, the authors noted that teachers may respond to influences such as: what teacher trainers, local advisors and coordinators in school expect; what Ofsted recommends; what the media and literature suggest as ‘good practice’.

As for Ory and Ryan (2001), teachers’ effectiveness should be linked to teacher behavior that can lead to sound pupil learning. According to the scholars, to date, research on learning has largely been separate from research on teaching. In this regard, teachers’ effectiveness is based on the behavior that determines actual evidence about what actually works in terms of bringing about effective learning.

17 In the absence of evidence about specific behavior which promotes learning, Svinicki (2001) noted that judgments about teachers1 behavior are likely to be unsubstantiated and determined according to the belief system of the observers (in this case members of the research team), based on what they perceive to be ‘good practice.

Identifying effective teachers in terms ofexpectations ofStudent behavior Studies by Svinicki (2001) showed that significant factors relating to effectiveness here would include taking into account not simply what the teacher does but how the pupils respond within lessons, how engaged pupils are with activities and evidence of how understanding appears to develop within the context of the lesson. Thus, students’ response to the lessons being taught significantly determines how effective a teacher is.

While this focus on pupils adds an important dimension to determining effective teaching, Ory and Ryan (2001) believes that it still presents difficulties. In giving examples, authors show that learning cannot be observed directly, so ‘proxies’ such as ‘time on task’ are used as substitutes. Recent research demonstrates that time on task may be a poor proxy for measures of learning (Boaler,1996).

While pupils may demonstrate understanding of a lesson within the context of the lesson, Centra, and Gaubatz (2000) pointed out that the question of the extent of continued understanding or understanding in other contexts remains open. The authors also noted that once again there is a need for evidence about what kinds of behavior, this time pupils’ behavior, are indicators of sustained learning so as to determine effectiveness of a teacher.

Identifying effective teachers in terms ofStudent learning outcomes The idea that effective teachers are those who bring about identified learning outcomes was also a starting point in the works of Theall and Franklin (2001). In their 18 studies, the scholars stated that as far as possible the identification of effective teachers would be based not on presumptions of ‘good practice’ but on rigorous evidence of increases in pupil attainment. In this regard, pupils learning outcome is an important element in determining teachers’ effectiveness.

Studies by Svinicki (2001) also used pupils learning outcomes to determine teachers’ effectiveness. According to their findings, the higher pupils gain the more effective is the teacher. Much as there were some questions on the way the scholars identified their teachers, their findings showed that ineffectiveness is associated with poor students learning outcomes.

Identif~cation and S&ect~on of Effecthe Teachers According to the studies by Centra, and Gaubatz (2000) with 73 teachers into broad categories according to their relative effectiveness, as measured by mean adjusted class gains, it was found out that all the classes of the 73 teachers in Years 2- 6 displayed increased mean class scores at the second time of testing. Few, if any, ineffective teachers had been anticipated in the sample, and in the event all classes showed reasonable gains. However, there was sufficient variation between the class gains for it to be clear that some of the teachers were more effective than others, as judged by class gains.

A broad classification of the relative gains for teachers of Years 2—6 (from both focus and validation schools) was also done by Cry and Ryan (2001). In order to do this, the teachers were grouped into three categories of highly effective, effective, or moderately effective according to whether the mean gains of the classes they taught were high, medium or low relative to those of the other teachers in the study.

Another study by Theall and Franklin (2001) was done and the authors put classes in rank order within year groups according to the average (adjusted) gains made. This was done first within the groups of classes of pupils who took the same 19 tests: Years 5 and 6 together, Years 3 and 4 together and Year 2 separate. The cut-off points between high, medium and low gains were decided on pragmatic grounds, so that classes in each year group fell into three roughly equal groups, but avoiding any situation where classes with nearly equal adjusted gains were allocated to different groups. The findings demonstrated that some teachers were more effective than others as they as their subjects were generally well performed as compared to others.

Z4 Rellated Literature Studies carried out by Muhirwe (2012) with the curriculum and ICT in Rwandan tertiary education showed that effectiveness in language as a medium of instruction in school dictates to 52 % of the extent the attainment of knowledge and skills at all levels of the education system. As knowledge and skills at all levels of the education results from effectiveness, it can be said that effectiveness in English language as a medium of instruction is significantly related to teachers’ effectiveness.

Mwinsheikhe (2002) also carried out similar studies on Science and the Language Barrier: Using Kiswahili as a Medium of Instruction in Tanzania Secondary Schools with a group of teachers and his findings showed that language as a means of instruction in schools can promote, stagnate or even stifle the acquisition of knowledge and skills that are pertinent to development. In this regard, it n be said that effectiveness in any language as a means of instruction in school can significantly lead to better performance since teachers can demonstrate effectiveness in delivering in class.

Praxton (2009) carried out studies with Bilingual concept development in an English medium university in South Africa and as a response to challenges posed by the use of the English medium in higher education; the research findings showed that lecturers and students try as much as possible to be effective through mastery of the language.

20 When investigating how teachers and students respond to challenges caused by having English as a medium of instruction in Hong Kong, Evans and Morrisson (2011) suggest that by combining practices such as hard work, strong motivation, effective learning strategies and peer networks, teachers and students manage to overcome academic problems such as understanding technical vocabulary, comprehending lectures, and meeting disciplinary requirements.

In a different geographical context but similar linguistic selling where English is second! foreign language to students, Praxton (2009) identified translation to be an important learning practice that naturally and inevitably occurs in the South African context, in classroom or in peer learning groups since they switch from English to their local languages in order to better understand new concepts. The researcher believes that “unless students explored concepts through various languages, they would not really develop their own personal construction and an enriched understanding of them” (ibid: 351).

In a related context, Van der Walt and Dornbrack (2011) carried out studies in South African higher education and according to their studies it was found out that as a way of coping with higher education by bilingual students used alongside English as language of teaching and learning. In their study, translation was generally found to be time consuming. Thus, their bilingual respondents preferred to explain subject content in their own mundane words rather than through translation. Their study further identified that the bilingual requirements and context in which it took place afford “translanguaging to construct meaning” (Garcia 2009:14) instead of forming barriers for learning.

Furthermore, Moll (2007:274) in his study on Bilingual classrooms and community analysi~ mentioned that as many lecturers were unable to help, students resort relying upon friends and relatives as “funds of knowledge”. This study mentioned that in effectiveness of lecturers, friends and relatives can become another successful 21 strategy to deal with the challenges of higher education studies in a second or foreign language of instruction.

According to Van der Walt and Dornbrack (2011), the use of more than one language in the researched higher education institutions in South Africa potentially assists rather than diminishes the development of academic discourse. From the reviewed studies, it is clear that the context has a bearing on which strategies learners adopt in order to facilitate learning.

Still on the educational uses of languages, researchers identified the importance of exploratory talk in the development of learners’ understanding of new concepts (Mercer and Dawes 2008). According to these studies, exploratory talk promotes interaction and flourishes in mutually supportive groups. By exposing lack of knowledge and floating new and incomplete ideas, such talk presents scaffolding opportunities for a careful and knowledgeable facilitator and can culminate in knowledge sharing and development.

Gaps Exist~ng ~n the Uterature Basing on the literature reviewed, it can be said that most of the studies being carried have been based on Higher Institutions of Learning. It can also be noted that none of the studies have been carried out in Rulindo district in Rwanda. Further still, the studies could not establish the rate or the level of English language policy implementation and level of teachers effectiveness. Most of the studies being carried out seemed to have employed qualitative data analysis, This study on the other hand employed quantitative data. Therefore, this study was carried out in secondary schools in Rulindo district in Rwanda. The study also determined the rate or the level of English language policy implementation and level of teachers’ effectiveness

22 CHAPTER THREE: METHODOLOGY

3~1 Introduction This chapter describes various methods and procedures that were used to carry out this study. It starts with the research design and then the research population, sample size, sampling procedures, research instrument, validity and reliability of instruments, data gathering procedures, data gathering procedures, data analysis, ethical considerations and limitations of the study.

3~2 Research Design This research used descriptive survey and descriptive correlation design. The study used descriptive survey since it could involve a large sample size and as the data collected could be used to describe a phenomenon; correlation in that it was interested in relating implementation of English language policy implementation and to teachers’ effectiveness and pertinent data was collected from the respondents that reduced on time and costs involved on such a large population. The study follow a quantitative approach in that it was based on variables measured with numbers and analyzed using statistical procedures.

3~3 Research Population The target population of this study involved 1240 secondary school students from the ten selected secondary schools. Since the study is interested in determining the level of teachers’ effectiveness resulting from implementation of English language policy. This study limited itself to students because there was need to provide authentic information as teachers would be dishonest in some occasion.

3~4 Sample Size The idea of sampling was to select representative elements from the total population of secondary school students which in this case was 1240. Thus, from this target population, a sample of 302 was selected using Slovene’s formula (n = N/1÷N(e2))~ Where n= the required sample size; N= the known population size, and

23 e= the level of significance which is 0.05. The distribution of sample size is presented in Table 1 below: Table 1: Respondents of the Study Names of Schools Population size Sample size Techniques Used GS Rusasa 130 32 Systematic random GS Ntarabana 146 35 Systematic random GS Masoro 104 28 Systematic random GS Mushongi 126 31 Systematic random GS Ngarama 141 34 Systematic random GS Shyorongi 128 28 Systematic random ES Remera 108 27 Systematic random ES Nyirangarama 130 32 Systematic random ES Rwahi 121 28 Systematic random Institut Baptiste De Buberuka 106 27 Systematic random ~ Total 1240 302 Source: Author’s calculations

3~5 Sampling Procedures As there was need to find authentic information about teachers’ effectiveness, student leaders (prefects) and ordinary students were sampled randomly. In here, the names of prefects and students from different schools were obtained from the Director of Studies of the respective schools and listed down. Then, the researcher considered the first two names as respondents and left out the next two. This procedure continued until the targeted sampled size was reached.

3~6 Research Instruments There were three sections of questionnaires directed towards students; one was on respondents profile; another was on implementation of English language policy and the last one was about teachers’ effectiveness. The questionnaires also consisted of the

24 main title and introduction letter, with a section of questions that assisted in classifying respondents. The section on implementation of English language policy (independent variable) consisted of 16 questions corresponding to the aspects of implementation of English language policy. All questions in this section were closed-ended, based on four Likert scale, ranging from one to four; where 1= strongly disagree, 2= Disagree, 3= Agree, and 4=strongly agree. The section on level of teachers’ effectiveness (dependent variable) consisted of 17 questions. All questions in this section were also closed-ended based on four Likert scale, ranging from one to four; where 1=strongly disagree, 2= Disagree, 3= Agree, 4= strongly agree.

33 VaNdity and RehabNity of Instruments The researcher tested the validity and reliability on implementation of English language policy and level of teachers’ effectiveness through content validity index since they were researcher-made. This was done by ensuring that those items in the questionnaire conformed to the study’s conceptualization. Supervisor, who is an expert in the field of study evaluated the relevance, wording and clarity of questions and items in the instruments.

For the instrument to be accepted as valid, the average index should be 0.7 or above. Using the formula CVI = Items rated relevant (or valid) Total items to be judged 30 o~91 33 As it can be seen, the Content Validity Index obtained was 0.91 and this is more than the estimated alpha coefficient of 0.7. in this regard, the instrument was considered as valid.

25 The test-retest technique was used to determine the reliability (accuracy) of the researcher devised instruments to 10 prefects from Rubavu Secondary School. These respondents did not participate in the actual study. In this test-retest technique, the questionnaires were administrated twice to the same subjects and the scores obtained on test were close to the same after retest. In this regard, the instruments were considered reliable. Table 2 demonstrates the reliability statistics computed from SPSS after pretesting under estimated alpha coefficient of 0.07.

Table 2: Reliability Statistics Cronbachvs Alpha Coefficient No of Items

0.865 33

3~8 Data Gathering Procedures A Before the administration ofthe questionnaire The researcher requested for an introduction letter from the College of Higher Degrees and Research (CHDR) such that the researcher can be permitted to conduct the study. The researcher assistants who assisted in the data collection were selected and oriented in order to be consistent in administering the questionnaire.

B. During the administration ofthe questionnafre

The researcher and researcher assistants used self-administered questionnaire due to the fact that all the respondents were literate. The researcher and researcher assistants explained to the respondents about the study and requested them to sign the informed consent form. Careful checking of the instruments were done to ensure that all questions were answered.

26 C After the administration ofthe questionnafre The data gathered was organized, collated, encoded and summarized into the computer and statistically treated using the Statistical Package for Social Science (SPSS).

3~9 Data Anailysis The frequency and percentage distribution were used to determine the profile of the respondents. The mean values were applied to compute the extent of English anguage implementation and teachers’ effectiveness. An item analysis based on the mean scores and rank reflected the strengths and weakness of the respondents in terms of implementation of English language policy and level of teachers’ effectiveness. To interpret the obtained data, the following numerical values and description were used for both independent and dependent variables:

Mean Range Response Mode Interpretation 3.26-4.00 Strongly agree Very high 2.51-3.25 Agree High 1.76-2.50 Disagree Moderate 1.00-1.75 Strongly disagree Low The F-test for difference in means was used to test the hypothesis for difference between means (Hoi) at 0.05 level of significance. A Simple-correlation coefficient to test the hypothesis on correlation (Ho2) at 0.05 level of significance using a T-test was employed.

3d0 Ethical Consideration To ensure confidentiality of the information provided by the respondents and to ascertain the practice of ethics in this study, the following activities were implemented by the researcher: 1. All questionnaires were coded to provide anonymity of the respondents

27 2. The respondents were requested to sign in the informed consent form 3. Authors quoted in this study were acknowledged through citations and referencing 4. Presentation of findings were done in a generalized way.

3d1 Umitat~ons of the Study 1. Extraneous varh3b/es; the researcher did have control over the extraneous variables such as respondent’s honesty, personal biases and descriptive nature of the design. For untruthfulness where source of the respondents were expected not to say the truth, the researcher would probe the response further to establish the truth when it deemed necessary and personal biasness 2. Instrumentation, the research instruments on implementation of English language policy and level of teachers’ effectiveness was made. Therefore, a validity and reliability test was done to produce a credible measurement of the research variables. 3. Testing: differences in conditions and times when the data were obtained from respondents by different persons on different hours. This was minimized by orienting and briefing the researcher assistants on the procedures in data collection. 4. Mortailty: Not all respondents were available in planned schedule due to some circumstances such as sickness, etc. In anticipation to this; the researcher and research assistants reserved more days by exceeding the minimum days required for data collection.

28 CHAPTER FOUR: PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.1 Introduct~on This study presents research findings derived from questionnaires that were administered to respondents in the selected secondary schools. It begins with the profile of respondents and then findings are presented following research objectives.

4.2 Respondents’ ProfHe The first item determined in this study was the profile of respondents. The profile of respondents in this study included: gender, age group and class as secondary school students participated in this study as respondents.

Tabile 3: Respondents’ ProfNe

Gender Frequency Percent Male 165 54.6 Female 137 45.4 TotaD 302 100.0 Age Group 12-14 48 15.9 15-17 111 36.8 18-20 94 31.1 21 and above 49 16.2 Totaft 302 100.0 Cllass S1-S2 83 27.5 S3-S4 120 39.7 S5-S6 99 32.8 Tota~ 302 100.0 Source: Pr~mary Data From Table 2 indicated that male respondents (54.6 %) are slightly more than female respondents (45.4 %). This gender gap could mean the level of girl-child

29 education in Rwanda is still relatively low as their number was still low as compared to that of boys.

Taking into account the age ranges of respondents, Table 3 also shows that the majority of the respondents in this study were from the age group of 15-17 (36.8 %); these were followed by those from 18-20 (31.1 %); then followed by those from the age group of 21 Years and above (16.2 %); and the least participants I this study were those from 12.14 Years. The impression from this finding could mean that many of the children in Rwanda reach at secondary school at early age as many of the respondents were below 17 years.

According to the information in Table 3, it can be observed that majority if the respondents in this study were those from S.3 to S4 (39.7 %); these were followed by those from S.3-S4 (32.8) and the least participants were those from S.1-S2 (27.5 %)~ This finding suggests that students from different classes were given equal opportunity to participate in this study. However, having majority of respondents from 0-Level could mean that many students drop out of school at the latter keeps extending.

43 Enghsh Language PoNcy Imp~ementat~on The first research objective determined the extent of English Language policy implementation in secondary schools in Rulindo district. To achieve this objective, sixteen research objectives were set and mean ranges from 1-4 were used to determine the research findings. Table 4 in the following page shows the findings regarding English language policy implementation in secondary schools in Rulindo district.

30 Table 4: Extent of English Language Policy Implementation in secondary schools in Rulindo district

Mean Ranks Interpretations English Language Policy punishments are given to students who are found talking other languages, 2.94 1 High not English All the reference books used at school are in English 2.88 2 High In this school, there is a policy that all students must communicate to one 2 86 3 High another in English Implementation of English language has been done with the help of experts 2.78 4 High All teaching/learning aids e.g. charts and flash cards are prepared in English 2.75 5 High All teachers prepare lesson plans and schemes of work in English 2.73 6 High End of term circulars and students’ reports are written in English 2.72 7 High All lessons in all the classes are conducted in English 2.71 8 High different methods have been used to train teachers 2.67 9 High The training of teachers has been more practical than theoretical 2.63 io High trainers motivate teachers to develop positive learning skills 2.55 ~ High Teachers have been exposed to practice English language 2.20 12 Low The time to train teachers has been sufficient 2.08 13 Low While practicing music and drama, students do all that in English 2.05 14 Low teachers have been well trained 2.02 15 Low Many teachers now have the mastery of English language 1.88 16 Low Overall Mean Average 2.53 High Source: Primary Data Table 4 shows that the extent of English Language policy implementation in secondary schools in Rulindo district is generally high and this is verified by the overall mean average of 2.53 that falls high in the rating scale. The extent of implementation of English language policy implementation in secondary schools in Rulindo district could be high because the government together with other stakeholders could have put in place all the efforts and measures to ensure that the teachers master the language as it has become a priority to the country as a whole.

31 The highly rated items under the extent of English language policy implementation in secondary schools in Rulindo district included: punishments being given to students who are found talking other languages, not English (mean=2.94); all the reference books used at school being in English (mean=2.88); there being a policy that all students must communicate to one another in English in the schools (mean=2.86); implementation of English language having been done with the help of experts (mean=2.78); all teaching/learning aids e.g. charts and flash cards being prepared in English (mean=2.75); all teachers being able to prepare lesson plans and schemes of work in English (mean=2.73); end of term circulars and students’ reports being written in English (mean=2.72); all lessons in all the classes being conducted in English (mean~271); different methods having been used to train teachers (mean=2.67); the training of teachers having been more practical than theoretical (mean=2.63); and trainers being able to motivate teachers to develop positive learning skills (2.55). As respondents have highly rated these items, it could be said that all the efforts and resources have been put in place by different stakeholders to ensure that English language takes off as national language in the district. However, some other items under extent of English language policy implementation in Rulindo district were lowly rated and these included: teachers having been exposed to practice English language (mean=2.20); the time to train teachers having been sufficient (mean=2.08); students being able to practice music and drama in English (mean=2.05); teachers having been well trained (mean=2.02); and many teachers now having the mastery of English language (mean=1.88). These findings could be meaning that much as efforts have been out in place, there still existed some gap in the implementation of the language. Thus, more efforts are needed to ensure that teachers are exposed to the language so that they can master it fully.

4,4 Levell of Teachers’ Effect~veness ~n Secondary Schoo~s ~n RuNndo D~strkt

The second research objective determined the level of teachers’ effectiveness in secondary schools in Rulindo district. Teachers’ effectiveness was determined under teachers’ class control and management and teachers’ training skills. Mean ranges from 1-4 were also used to determine the research findings and these are shown in Table 5.

32 TaNe 5~ Teachers’ Effect~veness hi secondary schoo~s hi RuNndo dñstrkt

Mean j Ranks Interpretation Class control and management~ Our teachers; Monitor students’ progress through appropriate evaluation tools (e.g. 2 94 1 H h exams, exercises). ig motivate students to learn 2.77 2 High appreciate students’ potentials and abilities 2.73 3 High incorporate values in their discussions 2.69 4 High implement mechanisms to support the students positively 2.64 5 High allow students to ask questions 2.63 6 High employ discipline among students in class 2.60 7 High Keep classroom environment suitable for learning 2.53 8 High encourage personal opinions (from students) 2.33 9 Low are sensitive to individual differences 2.31 10 Low conduct orientation at the beginning of the class/lessons 2.12 11 Low Overall Mean Average under Class Control and Management 2.58 High Teaching Skills They use various teaching methods 2.86 1 High Teachers use local examples to make learners understand 2.82 2 High students who cannot properly express themselves in English are given 2 75 3 High chance to express themselves in French and Kinyarwanda teachers present the discussion clearly and in an organized way 2.44 4 Low Teachers communicate clearly to learners when they are teaching 2.22 5 Low They have mastery of English language 2.08 6 Low Overall Mean Average under Teaching Skills 2.53 High Overall Mean Average 2.56 High Sources Pr~mary Data Table 5 shows that teachers’ effectiveness in secondary schools in Rulindo district in Rwanda generally high and this is confirmed by the overall mean average of 2.56 that falls high in the rating scale. Teachers in the secondary schools in the district could be effective because of different factors such as high motivation, citizenship work behavior, high level of patriotism among teachers and effectiveness in English language policy implementation.

Teachers’ effectiveness was highly rated in class control and management as its overall mean average was 2.58 and their effectiveness was relatively low in teaching

33 skills as its overall mean average was 2.53. Teachers’ effectiveness could have been low in teaching skills because the level of their English language as they have not been all that exposed to the mastery of it.

The items that have been highly rated under class control and management included: teachers monitoring students’ progress through appropriate evaluation tools (e.g. exams, exercises) (mean=2.94); teachers motivating students to learn

(mean = 2.77); teachers appreciating students’ potentials and abilities (mea n=2. 73); teachers incorporating values in their discussions (mean=2,69); implement mechanisms to support the students positively (2.64); allow students to ask questions (2.63); employ discipline among students in class (2.60); Keep classroom environment suitable for learning (2.53). These items could have been highly rated because many of them follow under school policy thus, there is no need room for teachers to avoid them.

Some items under teachers’ control and management were lowly rated and these included: teachers encouraging personal opinions (from students) (mean=2.33); teachers being sensitive to individual differences (mean=2.31); teachers conducting orientation at the beginning of the class/lessons (mean=2.12). These items could have been lowly rated because they could be determined by the individual character traits and behaviors.

The items that are highly rated under teaching skills included: teachers using various teaching methods (mean=2.86); teachers using local examples to make learners understand (mean=2.82); teachers allowing students who cannot properly express themselves in English to express themselves in French and Kinyarwanda (mean=2.75). These items could have been highly rated because they are imbedded in teachers training and professional ethics.

However, some other items have been lowly rated under teaching skills and these included teachers presenting discussions clearly and in an organized way (mean=2.44); teachers communicating clearly to learners when they are teaching (mean=2.22); and finally, teachers having mastery of English language (mean=2.08).

34 These items could have been lowly rated because the level of English among teachers is not all that high to enable them to present discussions clearly. 4~5 Difference in the leveD of different English Language Policy Implementation and Teachers’ Effectiveness between Public and Private School This study also determined the a significant difference: (a) in the implementation of English language policy between private and public secondary schools in Rulindo district; (b) the level of teachers’ effectiveness between public and private secondary schools in Rulindo district in Rwanda. The findings were established using F-test derived from ANOVA. The importance of this finding was that it helped to answer the first research hypothesis (Ho1) that stated that there is no significant difference in: (a) the implementation of English language policy between private and public secondary secondary schools in Rulindo district; (b) level of teachers’ effectiveness between public and private secondary schools in Rulindo district. Table 6 in the following page presents the findings regarding significant difference between public and private secondary schools in Rulindo district.

Table 6: Difference in the level of English Language Policy Implementation and Teachers’ Effectiveness between Public and Private School in Rulindo Variable Category of Mean F Sign Interpretation Decision schools on HO English Public Schools 1.2436 1.541E2 0.000 Significant Rejected Language difference Policy Private Schools 2.8842 Average Mean 2~O639

Teachers’ Public Schools Significant Rejected Effectiveness 1.2812 1.512E3 0.000 difference Private Schools 2.97 14 Average Mean 2~1263 Source: Primary Data

35 Table 6 shows that there is a significant difference in the level of English language policy implementation between public and private secondary schools in Rulindo district. (Mean of 2.8842 for private secondary schools and 1.2436 for public secondary schools; and at the F value of 1.541E2 and significant value of 0.00), In this regard, implementation of English language policy in private secondary schools (2.8842) was better than those of public secondary schools (1.2436). This difference between the two categories of schools could be as a result of the need of owners of private secondary schools to attract more students. In this regard, they could be putting a lot of emphasis on employing teachers who can easily adapt to English language or look for ways to train their good teachers in the language.

This finding led to the rejection of null hypothesis 1 (a) that stated that there is no significant difference in the implementation of English language policy between public secondary schools and private secondary schools in Rulindo district.

Table 6 also shows that there is a significant difference in the level of teachers’ effectiveness in Rulindo district (mean of 2.9714 for private secondary schools and 1.2812 for public secondary schools; F. ratio of 1.512E3 and significant value of 0.000). Considering the mean values, it can be said that teachers were more effective in private secondary schools (2.9714) than those in public schools with (1.2812). The research findings could be because teachers in private secondary schools could have been more effective in delivering in class since their level of English level was found to be higher than those in public secondary schools.

These findings further led to the rejection of null hypothesis 1 (b) that stated that there is no significant difference in the level of teachers’ effectiveness between public secondary schools and private secondary schools in Rulindo district.

36 4.6 Relationship between English Language Policy Implementation and Teachers’ Effectiveness in Rulindo district

Relationship between English language policy implementation and teachers’ effectiveness in Rulindo district was established using correlation matirix. The findings are shown in Table 7. Table 7: Relationship between English Language Policy Implementation and Teachers’ Effectiveness in Rulindo District

English language Teachers Policy effectiveness English language Pearson Correlation 1 .887** Policy Sig. (2-tailed) .000 N 302 302 Teachers Pearson Correlation .887** 1 effectiveness Sig. (2-tailed) .000 N 302 302

**• Correlation is significant at the 0.01 level (2-tailed). Source: Primary Data

Table 7 demonstrates that there is a positive significant relationship between English language policy implementation and teacher’s effectiveness in secondary schools in Rulindo district. This is findings is justified by the Pearson correlation value of 0.887 and significant value of 0.000. These two variables could be significantly related to each other because effectiveness in English language as a medium of instruction in school could be enabling teachers to appropriately explain themselves and deliver the subject content using different terms until students understand.

To test the second research hypothesis that stated that there is no significant relationship between English language policy implementation and teachers’ effectiveness in secondary schools in Rulindo district, regression coefficient was used. the findings are presented in Table 8.

37 Table 8: Regression Coefficient between English Language Implementation and Teachers’ Effectiveness Coefficientsa Unstandardized Standardized Coefficients Coefficients Model B Std. Error Beta t Sig. 1 (Constant) -.062 .022 -2.779 .006 English language 1.036 .008 .887** 122.48 Policy 3 a. Dependent Variable: Teachers effectiveness Source: Primary Data

Table 8 shows that English language policy implementation and teachers’ effectiveness are positively related. This finding is confirmed by the Beta~0.887 and t. value of 122.48 at the level of significance of 0.000. This finding indicates that there is a positive significant relationship between the two study variables. In this regard, the second research hypothesis that stated that there is no significant relationship between English language policy implementation and teachers’ effectiveness in secondary schools in Rulindo district.

38 CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS

5~1 Introduct~on This study discusses the research findings and draws conclusions as well as forwarding recommendations. In the discussion of the findings, the research findings Rulindo have been reflected with those by other authors elsewhere to find out whether they agreed or disagreed.

5~2 D~scuss~on of F~nd~ngs The following are the summaries of the findings derived from the research objectives.

5~2.1 Enghsh Language PoNcy ~n Secondary Schoolls ~n RuHndo D~str~ct This study found out that the extent of English Language policy implementation in secondary schools in Rulindo district is generally high and this is verified by the overall mean average of 2.53 that falls high in the rating scale.

The study on the extent of English language policy implementation in secondary schools in Rulindo district is in agreement with those of Lowe (2005) who noted that language can only be effectively learnt when different techniques and approaches are put in place. Evelyn (2005) also had similar findings as the one in secondary schools in Rulindo District as she believed that exposing a leaner to a relevant learning environment can help to boost mastery of a language. These studies could be in agreement with the one in Rulindo district because common techniques are involved in learning any kind of language. Thus, proper implementation of English Language Policy in the district can have a positive implication on the quality of education as well as performance as learners as they will be able to understand the subject content.

39 5~2~2 Teachers’ Effectiveness in Secondary Schools in Rulindo District On teachers’ effectiveness, the study also found out that the level of teachers’ effectiveness in secondary schools in Rulindo district in Rwanda was generally high and this was confirmed by the overall mean average of 2.56 that falls high in the rating scale. However, teachers were more effectiveness in class control and management than they were in teaching skills. This is because the overall mean average for class control and management was 2.58 and that for teaching skills was 2.53.

The research finding on teachers’ effectiveness in Rulindo secondary schools is also in line with that of MINEDUC (2008) that showed Rulindo district as one of the best performing districts in Rwanda.

The study findings are also in agreement with that of Andersson et al. (2012) whose research found out that teachers teaching skills have been a matter of concern as many of them struggle to deliver in English.

These findings are in agreement because administrator in the district is doing a lot to make sure that their teachers perform at their best. Having effective teachers at Rulindo District will have a positive implication to the quality of human resource development in Rwanda and this will also benefit the development of the country as a whole.

5~2~3 Difference in the Level of English Language Policy Implementation and Teachers’ Effectiveness between Private and Secondary Schools This study found out that there exists a significant difference in the level of English language policy implementation between public and private secondary schools in Rulindo district. (Mean of 2.8842 for private secondary schools and 1.2436 for public secondary schools; and at the F value of 1.541E2 and significant value of 0.00). This finding led to the rejection of null hypothesis 1 (a) that stated that there is no significant difference in the implementation of English language policy between public secondary schools and private secondary schools in Rulindo district.

40 The study also found out that there exists a significant difference in the level of teachers’ effectiveness in Rulindo district (mean of 2.9714 for private secondary schools and 1.2812 for public secondary schools; F. ratio of 1.512E3 and significant value of 0.000). This finding further led to the rejection of null hypothesis 1 (b) that stated that there is no significant difference in the level of teachers’ effectiveness between public secondary schools and private secondary schools in Rulindo district.

The study on difference in the application of different management styles was also noted by the Setati et al. (2002) who believed that private schools put a lot of emphasis on teachers such that they deliver to their maximum unlike government schools. Li, Remedios, and Clarke (2010) also indicated in their studies that due to a lot pressure from directors in private secondary schools, teachers tend to give their best since they are monitored both in class and outside activities.

These findings are in agreement with the one in Rulindo district because the nature of private schools and public schools are not the same regardless of the country.

5.2~4 R&at~onsh~p between Enghsh Language Pohcy Imp~ementatbn and Teachers’ Effectiveness Regarding the relationship between English language policy implementation and teachers’ effectiveness in Rulindo district, this study found out that there is a positive significant relationship between English language policy implementation and teacher’s effectiveness in secondary schools in Rulindo district. This is findings is justified by the Pearson correlation value of 0.887, Beta value of 0.887 and significant value of 0.000. This finding led to the rejection of second research hypothesis that stated that there is no significant relationship between English language policy implementation and teachers’ effectiveness in secondary schools in Rulindo district. The study findings on the significant relationship between English Language policy and teachers’ effectiveness is in agreement with the one Mercer and Dawes, 2008) who indicated that exploratory talk promotes interaction and flourishes in mutually supportive groups. Walt and Dornbrack (20110 also showed that the use of

41 more than one language in the researched higher education institution in South Africa potentially assists rather diminishes the development of acidic discourse. These findings are in agreement since proper understanding of subject matter and content can only be possible if educational medium of instruction is done in a language best understood by learners,

5~3 Conclusions The following conclusions were established from the research findings.

On the extent of English language policy implementation in secondary schools in Rulindo district, this study concludes that the extent of English language policy implementation in the secondary schools in the district is generally high. This means that all implementation of English language having been done with the help of experts; all teaching/learning aids e.g. charts and flash cards being prepared in English; all teachers being able to prepare lesson plans and schemes of work in English; all lessons in all the classes being conducted in English; different methods having been used to train teachers; the training of teachers having been more practical than theoretical; and trainers being able to motivate teachers to develop positive learning skills.

Concerning level of teachers’ effectiveness, it was concluded that the level of effectiveness among teachers in the secondary schools in Rulindo district is generally high. On the difference in the level of English language policy implementation between public and private secondary schools in Rulindo district, it has been concluded that there is a significant difference in English language policy implementation between private and secondary schools in the district. The implementation of the language was better in private schools than in secondary schools.

Further still, it can also be concluded that there is a significant difference in the level of teachers’ effectiveness between private and public secondary in Rulindo district. Teachers’ effectiveness was also higher in private secondary schools than in pubic secondary schools.

42 Lastly, this study concluded that there is a positive significant relationship between English language policy implementation and teacher’s effectiveness in secondary schools in Rulindo district. In this regard, if more training is offered to teachers, their effectiveness in class control and management and teaching skills can significantly improve.

5~4 Recommendations

Basing on the weaknesses in the implementation of English language policy in Rwanda in particular reference to secondary schools in Rulindo, the following recommendations have been forwarded so as to enable effectiveness among teachers:

(i) The ministry of education should look into ways to make sure that teachers are exposed to practice English language. This can render many of them to be more effective and deliver in class.

(ii) The Ministry of Education in conjunction with other stakeholder should also continue training of teachers should continue especially during holidays as the time to train teachers has not been sufficient. This opportunity can enable teachers to effectively use English language and make students understand subjects based on their content.

(iii) The Ministry of Education and school administrators should also work out a policy that can provide teachers with an opportunity to further their studies in English speaking countries such that they make some improvement in the way they speak, write and understand the language. This can enable them to be more effective while teaching.

(iv) The school administrators should also intensify monitoring and evaluation of their teachers such that they can consider their students’ personal opinions regarding what they are teaching. This can enable their students to

43 understand what their teachers are teaching and make them more effective in class.

(v) The school administrators should also appraise their teachers on whether they are sensitive to individual differences as students normally have different foundation to their education coupled with the influence of their families and societies. This will enable them to consider slow learners while teaching.

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50 APPENDICES APPENDIX IA: TRANSMIHAL LEfl~ER

OFFICE OF THE DEPUTY VICE CHANCELLOR (DVC) COLLEGE OF HIGHER DEGREE AND RESEARCH (CHDR)

Dear Sir/Madam,

RE: INTRODUCTION LEfl~ER TO CONDUCT RESEARCH IN YOUR INSTITUTION

Mr. Busoro Barthelemy is a bonafide student of Kampala International University pursuing a Masters Degree in Education.

He is currently conducting a field research for his thesis entitled, Imp~ementat~on o~ EngNsh Language Pohcy and Teachers’ Effectiveness ~n Rul~ndo D~strict.

Your institution has been identified as a valuable source of information pertaining to his research project. The purpose of this letter then is to request you to avail him with the pertinent information he may need.

Any data shared with him will be used for academic purposes only and shall be kept with utmost confidentiality.

Any assistance rendered to him will be highly appreciated.

Yours truly,

Novembrieta R. Sumil, Ph.D.

Deputy Vice Chancellor

51 APPENDIX IB: TRANSMIfl~AL LETTER FOR RESPONDENTS

Dear Sir! Madam, Greetings! I am an MED candidate of Kampala International University. Part of the requirements for the award is a thesis. My study is entitled, Imp~ementatbn of EngNsh Language PoNcy and Teachers’ Effect~veness ~n RuHndo D~strkt0 Within this context, may I request you to participate in this study by answering the questionnaires? Kindly do not leave any option unanswered. Any data you will provide shall be for academic purposes only and no information of such kind shall be disclosed to others.

May I retrieve the questionnaire within fourteen days (14)? Thank you very much in advance.

Yours faithfully, Busoro Barthelemy

52 APPENDIX IL INFORMED CONSENT

I am giving my consent to be part of the research study of Mr. Busoro Barthelemy that will focus on Imp~ementation of Enghsh Language PoNcy and Teachers’ Effect~veness ~n RuNndo D~strkt~ I shall be assured of privacy, anonymity and confidentiality and that I will be given the option to refuse participation and right to withdraw my participation anytime. I have been informed that the research is voluntary and that the results will be given to me if I ask for it.

Initials: ______

Date______

53 APPENDIX III A: FACE SHEET: PROFILE OF TEACHERS

Gender (1) Male (2) Female Age (1) 12 —14 years (2) 15-17 years (3) 18-20 Years (4) 21 Years and above Cilass (1) S.1-S2 (2) S3-S4 (3) S5-S6

54 APPENDIX III B QUESTIONNAIRE TO DETERMINE IMPLEMENTATION OF ENGLISH LANGUAGE POLICY D[rect~on 1: Please write your rating on the space at the end of each option which corresponds to your best choice in terms of level of constraints in your business. Kindly use the scoring system below. Response Mode Rating DescH ptbn Strongly Agree (SA) 4 You agree with no doubt at all Agree (A) 3 You agree with some doubt Disagree (D) 2 You disagree with some doubt Strongly disagree (SD) 1 You disagree with no doubt at all

In this school, SA A D SD

1 there is a policy that all students must communicate to one another in English 4 3 2 1 2 The training of teachers has been more practical than theoretical 4 3 2 1 3 The time to train teachers has been sufficient 4 3 2 1 4 All the reference books used at school are in English 4 3 2 1

5 All teaching/learning aids e.g. charts and flash cards are prepared in English 4 3 2 1 6 Implementation of English language has been done with the help of experts 4 3 2 1 7 All lessons in all the classes are conducted in English 4 3 2 1 8 teachers have been well trained 4 3 2 1 9 All teachers prepare lesson plans and schemes of work in English 4 3 2 1 10 End of term circulars and students’ reports are written in English 4 3 2 1

11 Teachers have been exposed to practice English language 4 3 2 1

12 different methods have been used to train teachers 4 3 2 1 12 trainers motivate teachers to develop positive learning skills 4 3 2 1 14 Many teachers now have the mastery of English language 4 3 2 1 15 While practicing music and drama, students do all that in English 4 3 2 1 16 punishments are given to students who are found talking other languages, not 4 English 3 2 1

55 QUESTIONNAIRE TO DETERMINE TEACHERS’ EFFECTIVENESS DLrect~on 1: Please write your rating on the space at the end of each option which corresponds to your best choice in terms of level of constraints in your business. Kindly use the scoring system below. Response Mode Rating Descr~ptbn Strongly Agree (SA) 4 You agree with no doubt at all Agree (A) 3 You agree with some doubt Disagree (D) 2 You disagree with some doubt Strongly disagree (SD) 1 You disagree with no doubt at all

Class control and management: Our teachers; SA A D SD 1 encourage personal opinions (from students) 4 3 2 1 2 appreciate students’ potentials and abilities 4 3 2 1 3 incorporate values in their discussions 4 3 2 1 4 Monitor students’ progress through appropriate evaluation tools (e.g. exams, 4 exercises). 3 2 1

5 implement mechanisms to support the students positively 4 3 2 1 6 conduct orientation at the beginning of the class/lessons 4 3 2 1 7 motivate students to learn 4 3 2 1

8 Keep classroom environment suitable for learning 4 3 2 1 9 allow students to ask questions 4 3 2 1 10 employ discipline among students in class 4 3 2 1 11 are sensitive to individual differences 4 3 2 1 Teaching Skills 4 3 2 1 12 Teachers use local examples to make learners understand 4 3 2 1 13 teachers present the discussion clearly and in an organized way 4 3 2 1 14 students who cannot properly express themselves in English are given chance to 4 express themselves in French and Kinyarwanda 3 2 1

15 They have mastery of English language 4 3 2 1 16 They use various teaching methods 4 3 2 1 17 Teachers communicate clearly to learners when they are teaching 4 3 2 1

56 APPENDIX IV: RESEARCHER’S CURRICULUM VITAE

I.Identification Names: BUSORO Barthelemy Date of birth: 1972 Father’s name: BUSORO Ferdinand Mother’s name: MUKANKUSI Adela Region of birth: Goma/DRC Marritus status: Married Nationality: Rwandan Residence address :Jabana Sector ,Gasabo District ll.EDUCATION BACKGROUND From2008-2009 & From 2012-2013: University studies at Kampala International University (Master degree in Educational Management and Administration) From 1999-2003: University studies at Kigali Institute of Education (Bachelors degree in Arts with Education) Froml98O-1988: Primary studies at Keshero(Goma DRC) & at Rwingwe Primary School Kibungo primary school(Ruhango District) IIl.Experience From 2003 to 2004: Director of Studies at ES Gikomero in Gasabo District From2005-2006: Education officer of former Gasabo District From 2006-2010: District Education Officer of Rulindo District From 2010-2011: Sector Social Affairs Officer at Masoro Sector in Rulindo District From 2011-2013(up to now): Director of Gs Ntarabana in Rulindo District lv. Training attended -Training of trainers organized for school teacher and District officials on Human Right promotion, sexual and gender based violence and its effect on reproductive health by FACT RWANDA -Training on School Management by REB -Training on Fight against torture by ARCT-RUHUKA -Training on School Inspection by Kigali Ngali -Training on Catch up program by MINEDUC -Training on leadership by MINALOC V.Language used -Kinyarwanda(Excellent) -French(very good) -English(very good) -Kiswahili(very good) I, BUSORO Barthelemy, certify that all information provided above is correct and true.

BUSORO Barthelemy

57