Exploring the Complexities of Second Language Acquisition in Rwandan Public Schools

NYASHA CEFAS ZIMUTO, Christopher Mutseekwa

Abstract


This study compared second language acquisition processes among Rwandan school learners from different language environments. The primary focus was to evaluate the impact of neighbourhood conditions on learner's language proficiency. The research utilised the Social Interactionist Theory and mixed methods to gather and analyse data. A case study design was used, concentrating on specific cases to facilitate valid generalisations later. The population was drawn from two selected schools in the West Province of Rwanda. Various instruments, including questionnaires, interviews, and observations, were employed for data collection. Respondents were selected through a combination of systematic random and purposive sampling. The findings indicated that the language environment significantly influences a learner's second language proficiency, highlighting that a language-rich environment plays a crucial role in enhancing language skills, as opposed to a purely grammatical approach to language learning.


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DOI: http://dx.doi.org/10.52155/ijpsat.v49.1.6947

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