English Language Learning And Its Usability In Rwandan Higher Technical Learning Institutions: A Functional Approach

Abstract

The study investigates the status of English Language Learning and its usability in Rwandan Higher Technical Learning Institutions (HTLI) considering the function approach. Language planning refers to deliberate efforts to influence the function, structure, or acquisition of languages. The educational language policy and planning in the 1994 post genocide against Tutsi period has made English language very important of both status and Acquisitional language planning in Rwanda. Though English has gained such important position, it does not hold a valuable position (86%) in regard learning and its usability in Higher Tech Learning Institutions. In this study both quantitive and qualitative approach were adopted. Qualitative Data were collected, analysed and interpreted using ground theory method through interviews observations and textual base completeted with statistical numbers. Krejcie and Morgan sampling formula and table was refereed to determine the sample size of 226 from a population of 549 third year students in 2024–2025 academic year who have undergone both level 6 and level 7 English language learning and use in all RP- Musanze College programs and six (6) English lecturers. The study findings revealed that English language learning and use face significant gaps affecting English language learning and use in both academic, professional and social interactions. Such include but not limited to few hours of English practice (100%), gaps in the curriculum related to English and communication skills (100%), mother tongue interference (100%),poor English educational background at high school (83.3%) and students fear of speaking English (73%) that reflect insufficient English language skills and inadequate English proficiency or Basic Level of English proficiency A2-B1 instead of B2 at the entry of University and or Polytechnic .The study findings also revealed that though students from Level 6 that is, year one and two to level 7 or year three and four of HTLIs make noticeable progress in English language learning and use, yet they haven’t attained the required proficient level. The majority of them graduate being Upper intermediate English language users(B2)at 83% while a very few numbers of level 7 reach Advanced or proficient (C1) users of English language (17%). Therefore, the study recommends HTLIs to strengthen English for Academic Purposes (EAP) and English for Specific Purposes (ESP) learning competencies and use not as merely learned and used as academic subjects but as strategic professional and social competencies; allocating more hours to Workplace English for practice; and review the English Curriculum to remedy to gaps affecting HTLI English language learning and use in both social, academic and professional settings.