Boris HIRWA NDENGA

Professor Franco Colombo Russell

ENGL 110

THE IMPACT OF RWANDA’S SHIFT FROM FRENCH TO ENGLISH ON SECONDARY SCHOOL EDUCATION

Language is a critical aspect of education, personal identity and prospects, especially in nations experiencing rapid social and political changes. In 2008, Rwanda undertook an ambitious and contentious process of replacing French with English as the official language of instruction at all levels of education. The move was not just a simple reform within the education sector but rather a deliberate national strategy driven by various socio-economic and political considerations. Rwanda intended to increase its integration with the East African community and position itself in global markets where English is dominant as the preferred language of business transactions(The Guardian). While the move created new openings for Rwandan students by placing them in line with international standards and possibilities, the switch created problems in classroom settings that affected both instruction and learning.Rwanda’s decision in 2008 to adopt English as the language of instruction in schools created new avenues for global engagement for students, nevertheless, the abrupt change adversely impacted the learning outcomes of students owing to their poor command of English.

To better understand this policy, one should look into the country’s past and the political situation in the country during that period as the policy reflects the goals pursued by the government in terms of its historical experiences. Before 2008, the dominant language used in education was French, thanks to Belgium’s influence. However, after the genocide in 1994, Rwanda sought to become an ally with other countries, especially from East Africa, which speak English. This decision reflected efforts to restore the country to its normal state and build relationships with other nations. To the government, English signified more than just a tool of communication, the government chose this language because it represented development and unity and symbolized future progress. As Samuelson and Freedman note, English served as a means of transforming national identity and positioning with global networks(Samuelson and Freedman 195). In the eyes of the government, English could provide opportunities for further study and employment and bring technical developments to the country, since French was no longer considered as useful as before (Samuelson and Freedman 198).  This context shows why the government prioritized the policy regardless of the challenges it would face.

Figure 1. Rwanda’s geographic position within the East African Community, highlighting its shift toward English-speaking regional integration.

In this regard, the introduction of the new language proved to have a number of very beneficial effects. In particular, it opened up many opportunities that could not have been achieved without the language shift. First of all, by introducing English as the language of instruction, Rwanda made sure that its education system was in compliance with the globally recognized standards. Consequently, the country’s students had better chances to further their education at leading universities around the world and use international sources of knowledge. Second, being proficient in English, students were able to look for work in the international market, where knowledge of English is usually essential. Finally, with the implementation of this policy, Rwanda became an integral part of the East African community, which uses English as the official language of interaction(Samuelson and Freedman 200). Thus, it is possible to conclude that in the long term, the introduction of English has become a valuable investment in the development of the country.

FIG 2. Rwandan students engaging in English-based instructions.

However, despite the above mentioned positive effects of the policy, there were some negative educational outcomes which occurred immediately after the introduction of this policy. One of the biggest problems that the policy introduced was that neither teachers nor students were properly prepared for this policy change. As it is shown in research, the policy was introduced too rapidly to be successfully implemented without enough training, planning and resources being provided(Pearson 42). Teachers who had been prepared to conduct classes in French had to change the language of teaching immediately to English even though they did not master it sufficiently well. Similarly, Uwizeyimana shows that teachers struggled to deliver lessons effectively because they lacked both English proficiency and appropriate teaching strategies(Uwizeyimana 3). While Pearson emphasizes weaknesses at the policy level, Uwizeyimana focuses on classroom-level difficulties, taken together, their analyses demonstrate the challenges of the reform stemmed not from the policy’s goals but from the way it was executed.

The same problems were evident among students, influencing negatively their academic results and educational experience. For a large number of secondary school learners, English was an unfamiliar language, as they were exposed to it very rarely before the change was made. Thus the learners found it difficult to follow the lessons given in English, especially those related to complicated subjects like sciences and mathematics. Instead of getting involved in new knowledge, students focused on translation or interpretation of the lessons given in English, significantly affecting their rate of learning new things. Studies done by researchers in English medium schools in Rwanda indicate that students had a problem with understanding lessons, taking part in classroom activities, and achieved poorer academic results during that period(Uwizeyimana 5, Niyibizi 7).

Apart from these difficulties, there were many effects that classroom practices experienced due to the implementation of the policy. For instance, the teachers would use code switching when communicating in English, using Kinyarwanda or French language in combination with English language. Although it gave some help temporarily, it also shows how hard it was to implement this policy in reality(Uwizeyimana p.6). Another challenge that was encountered during the implementation process was the availability of proper teaching materials for learners. Many schools could not afford having teaching materials in English, which made the learning process less effective for students. Besides, there was no formalized program in place for the teachers’ professional development, which made it challenging for the teachers to manage everything by themselves.

The gap between the positive outcomes anticipated by the policy and the real problems experienced by all sides demonstrates the need to consider various opinions about the matter. Whereas policymakers paid attention to the future benefits gained from implementing English, researchers and teachers highlighted the current problems that arose while using the language. Thus, for instance, according to Pearson, the problem lies in the haste with which the policy was put into effect and in lack of preparation the same time, Samuelson and Freedman claim that the policy made a key contribution towards Rwanda’s adaptation to international systems and future development(Samuelson and Freedman p.202). Likewise OpenICPSR provides information suggesting that despite initial increases in inequality and problems with learning, the policy had a positive impact in the long term as people learned to cope with it(OpenICPSR).

The combination of all these perspectives gives a more comprehensive understanding of the effects of this policy. The change from one language to another resulted in both favorable and unfavorable consequences, depending on the period of time during which it was considered. Initially, the inability of both teachers and students to speak English became a major obstacle to proper instruction and learning processes, leading to poor academic results. But in the long run, this policy could help open up new opportunities for students, making them capable of succeeding in an increasingly globalized world, thus contributing positively to Rwanda’s development and integration into the international community.

From a critical perspective, one might say that the problem with the reform did not lie in the introduction of English, but in its execution. The government could have used  an incremental approach to reforming the educational system along with allocating resources and developing programs for teaching English through the curriculum, teacher training and additional materials. The lack of preparation and support for teachers and students could lead to poor results among students as well as less successful process in general. The process of changing languages and introducing new subjects into the curriculum requires meticulous preparation from the government.

However, the policy has more complex implications involving language, power and identity within society. According to Samuelson and Freedman, language policy may either affirm existing social stratifications or contest them, thereby contributing to further inequality between students based on their different language skills(Samuelson and Freedman p.205). With the introduction of English as the medium of instruction, Rwanda managed to change not only its educational policy but also its cultural and linguistic orientation in a global context. On the one hand, this contributed to the strengthening of relations between Rwanda and the rest of the world, however, it also resulted in the emergence of a number of new inequalities, especially when it comes to disadvantaged students without an opportunity to learn English .

All in all, the change made by Rwanda from French to English as the language of instruction in 2008 affected secondary students in a variety of ways. On one hand, the policy proved to be successful since it allowed Rwanda to fit into an international landscape, thus giving students new prospects and boosting the country’s competitiveness on the global market. However, the abrupt transition to the English language of instruction posed several threats for the quality of education in the initial stages. In this regard, poor academic outcomes could be explained by the low level of proficiency of both educators and students. Consequently, through exploring various perspectives, it becomes possible to draw conclusions concerning the dual nature of this issue.  

Works Cited 

Scholarly sources 

Samuelson, Beth Lewis, and Sarah Warshauer Freedman.
“Language Policy, Multilingual Education, and Power in Rwanda.” Language Policy, vol. 9, no. 3, 2010, pp. 191–215.

Pearson, Barbara.
“Policy without a Plan: English as a Medium of Instruction in Rwanda.” Current Issues in Language Planning, vol. 14, no. 1, 2013, pp. 39–56.

Uwizeyimana, Emmanuel.
“English Immersion in the Rwandan Secondary Educational System: Challenges and Ways Forward.” International Journal of Current Advanced Research, vol. 6, no. 7, 2019.

Niyibizi, Eric.
“The Effects of Using English as a Medium of Instruction on School Performance: A Case of Secondary Schools in Nyarugenge District, Rwanda.”
2024.

Research source 

OpenICPSR.
“Rwanda’s English Language Reform Effects Study”. Inter-university Consortium for Political and Social Research, 2023.

Non-Scholarly Source

“The Guardian.”
“Rwanda to Switch from French to English in Schools.”
14 Oct. 2008.