Journal Information
|
| Research Areas |
| Publication Ethics and Malpractice Statement |
| Guidelines for Authors |
| For Authors |
| Instructions to Authors |
| Copyright forms |
| Submit Manuscript |
| Call for papers |
| Guidelines for Reviewers |
| For Reviewers |
| Review Forms |
| Contacts and Support |
| Support and Contact |
| List of Issues |
| Indexing |
Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: This study investigated the teaching practices of Rwanda’s three official languages: Kinyarwanda, English, and French in selected secondary schools and their visibility within the country’s public linguistic landscape. Data were collected through interviews with language teachers, direct observation of signage, and photographic documentation in two secondary cities: Muhanga and Musanze. The latter are among the six urban areas designated by the Rwandan government as secondary cities to the Capital City, Kigali. Findings revealed an unequal distribution in both instructional time and public representation of these languages. While English and Kinyarwanda dominate in both schools and signage, French appears marginalized. The study suggests that policy makers, educators, and urban planners should re-evaluate strategies for language inclusion to ensure effective communication through signs as well as balanced visibility and functionality across Rwanda's multilingual reality. |
| Keywords: Kinyarwanda, English, French, language teaching, linguistic landscape, Rwanda |
| Download full paper |
