A5024465444- Second Language Learning and Teaching
- EFL/ESL Teaching and Learning
- Multilingual Education and Policy
- Interpreting and Communication in Healthcare
- Middle East and Rwanda Conflicts
- Education and Critical Thinking Development
- Socioeconomic Development in MENA
- Language, Discourse, Communication Strategies
- Online Learning and Analytics
- Online and Blended Learning
- Innovative Teaching and Learning Methods
- Higher Education Learning Practices
University of Rwanda
2012-2020
Linköping University
2014
This article deals with the current debate on use of English as only medium instruction in contexts where it is a second or foreign language. More specifically, investigates Rwandan students’ reflections using sole their everyday higher education academic activities. The study mainly based individual interviews from students at University Rwanda, language policy has changed considerably over last decade. findings suggest that face different challenges and difficulties newly adopted learning...
Abstract In this paper, we investigate how students handle the linguistic diversity they are exposed to during group-work sessions at a university in Rwanda. The data consist of five audio-recorded initiated by lecturer management course. were analysed drawing on theories relating code-switching and learning multilingual settings. Our findings show that active use multiple languages, although time consuming, has great potential facilitate learning, thus emphasizing complementarities rather...
This study investigates the mediating role of students' initiated groups. Specifically, present looks at how students a university in Rwanda construct knowledge their content subjects, through negotiation meaning student group work. Interaction Analysis is used to analyse naturally occurring verbal and non-verbal communication. Thirty second year accounting option participated this study. They were videotaped while completing an exercise on consignment. Findings suggest that participants...
This paper studies the motivations of 130 women who returned to education after genocide against Tutsi. After 1994, Rwandan mature embraced university in greater numbers due marginalisation at work, inhabiting a subaltern position as consequence their gender and secondary level education. One way overcoming work was enrol an undergraduate programme that coincided with current job or prospective career. article explores how attending increased female students' critical thinking skills. It...