Innovative methods of teaching English in Rwanda: a case of Universities and the Integrated Polytechnic Regional Colleges (IPRC) in the Southern Province

Jean Claude Rutabana

Abstract


This study explores creative and intriguing approaches for teaching English based on contextual factors that are believed to affect second language acquisition (SLA). There may be a variety between conventional and modern teaching approaches. When it comes to teaching English as a second language, everyone has their own reflections. Yet, this study illustrates how teachers might increase the effectiveness of instruction by combining these two styles.

As result from observation showed, researcher found that the students were not enthusiastic about the lesson. Making the learners feel enthusiastic during the learning process is not easy and the problem is related to teaching methodology. Whatever English teaching method, teachers must be more innovative in the teaching-learning process in order to ensure that students learn effectively.

The present study identifies several teaching techniques that were inferred and then established as pedagogies for teaching English in the early nineteenth period and the researcher infers the method that fit in this digital era. Furthermore, educational facilities and teachers who are unfamiliar with technology provide formidable hurdles, thus regardless of the difficulties they may be facing, and teachers should adopt the use of effective teaching tactics to help students comprehend.


Keywords


TESL, Teacher qualification, University Students in Rwanda and IPRC students in Rwanda

Full Text:

PDF

References


Alimyar, Z. (2015). Teaching EFL in Afghanistan Teaching English as a Foreign Language in Afghanistan. Teaching English as a Foreign Language in Afghanistan, 01-12.

Alimyar, Z. (2015). Teaching EFL in Afghanistan. Teaching English as a Foreign Language in Afghanistan, 63-64. Alimyar, Z. (2015). Teaching EFL in Afghanistan. Teaching English as a Foreign Language in Afghanistan, 04-09.

Al-Khairi, M. (2015). Qualities of an Ideal English Language Teacher: A Gender Based Investigation in a Saudi Context.

a. Journal of Education and Practice, 6(15), 88–98.

Amidon, Edmund J. (1967). The Role of the Teacher in the Classroom: A manual for understanding and improving teachers’ classroom behavior. Association for Productive Teaching. New York.

Aryana, S., & Apsari, Y. (2018). Analysing Teacher’s Difficulties in Teaching Listening. ELTIN JOURNAL, Journal of English Language Teaching in Indonesia, 6(2), 100–106.

Asher, J. (1977). Learning Another Language Through Actions: The Complete Teacher's Guidebook. California: Sky Oaks Productions.

Brown, H. D. (2000). Principles of Language Learning And Teaching, TESOL Quarterly, 8, 154-185.

Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38, 245–278.

Butler, Y. G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research, 9, 423–446.

Chien, G. H.-c.-c. (2010). An Introduction to English Teaching, a Textbook for English Educators. TAIWAN : Saarbrücken, Germany: VDM Verlag Dr. Müller Aktiengesellschaft & Co. KG.

Chomsky, N. (2017). On Language: Chomsky's Classic Works: Language and Responsibility and Reflections on Language. Boston: The New Press.

Deocampo, M. F. (2020). Issues and Challenges of English Language Teacher-Trainees. Looking Back and Going Forward, 492-503.

Dunkel, P. (1991). Listening in the Native and Second/Foreign Language. Toward an Integration of Research and Practice, 431-457 .

Fiona Compland, S. G. (2014). Challenges in Teaching English to Young Learners. Global Perspectives and Local Realities, 738-762.

Fiona Copland, S. G. (2014). Challenges in Teaching English to Young Learners. Global Perspectives and Local Realities, 738-762.

Hales, D. (2010). An introduction To Triangulation. Geneva: UNAIDS.

Harmer, J. (2001). The Practice of English Language Teaching - 4th edition. London: Longman.

Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93–105.

a. 12

Hu, G. (2005). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 39, 635–660.

Hu, Y. (2007). China’s foreign language policy on primary English education: What’s behind it? Language Policy, Jenkins, J. (2009). "Who Speaks English Today?" Word Englishes. London: Routledge.

Kachru, Y. (2005). Teaching and learning of World Englishes. In E. Hinkel (Ed.), Handbook .

Kisno, S. N. (2024). Teaching English as a foreign language (TEFL1). Jakarta: Halaman Moeka.

Krashen, S. D. (2003). Explorations in Language Acquisition and Use . Los Angeles: Heinemann; 1st edition.

Krause, C. A. (2016, April 13). The direct method in modern languages. Contributions to methods and didactics in modern languages,50, 129-139.

Luiz Amaral, D. M. (2008). Computer Assisted Language Learning. Language Acquisition in Context , 323-338. M., A. (2016). An analysis of EFL of Primary School Teachers in Kual Tungkal. Teaching English Problems,4-101.

Mee, C. Y. (2003). English language teaching in Singapore today. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in east Asia today: Changing policies and practices (pp. 351–374). Singapore: Eastern Universities Press.

Miller, J. F. (2005). Second Language Listening: Theory and Practice. UK: Cambridge University Press.

Naibaho, L. (2019). Teachers’ Roles On English Language Teaching. a students centered learning approach, 206-212. Nessipbayeva, O. (2012). The Competencies of the Modern Teache. ERIC Number: ED567059 (pp. 148-154). Kyustendil:

a. Bulgarian Comparative Education Society.

Nurul Hasanah, P. T. (2019). Emerging Challenges of Teaching English in Non-native English Speaking Countries.

a. Teachers’ View.112-120.

Peter Robinson, N. C. (2008). Handbook of Cognitive Linguistics and Second Language Acquisition. Oxon: Routledge. Peterson, S. M. (2006). Theories of Learning and Teaching. Washington, DC 20036-3290: NEA.

Rashid, R. A. (2010). Approaches Employed by Teachers in Teaching Literature to Less Proficient Students in Form 1 and Form 2 . English Language teaching,7-99.

Richards, J. C. (1983). Listening Comprehension. Approach, Design, Procedure,219-240.

Rivers, W. M. (1978). A practical guide to the teaching of English as a second or foreign language. New York: Oxford University Press.

Selviana Napitupulu, K. S. (2014). Teaching English As A Foreign language. Jakarta: Halaman Moeka.

Simin Ghavifekr, W. A. (2015). Teaching and learning with technology. Effectiveness of ICT integration in schools,175- 191.

Tuki. (2001). TUKI, kamusi ya Kiswahili-Kiingereza =: TUKI, Swahili-English Dictionary Hardcover. Dar es Salaam: Taasisi ya Uchunguzi wa Kiswahili, Chuo.

Uwambayinema, E. (2016). Challenges faced by English as a Foreign Language (EFL) learners in the perception and production of North American English vowels. a case of Rwandan students in various US universities, 2312- 9239.




DOI: http://dx.doi.org/10.52155/ijpsat.v38.1.5288

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Jean Claude Rutabana

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.