Language attitudes in the educational system of rwanda a Case Study of Secondary Schools

This study explores language attitudes and their importance as factors contributing to language learning in secondary schools in Rwanda. Language attitude studies have shown that different languages evoke different perceptions in the society in which they are used. French and English are used as media of instruction in Francophone and Anglophone orientations respectively, and they are also taught as subjects in all options, while Kinyarwanda and Kiswahili are sporadic in secondary schools. Different attitudes are associated with the four languages. Students choose English and French rather than Kinyarwanda and Kiswahili. The latter two are judged inferior to the former. The results of the surveys show that irrespective of the prevailing attitudes, students’ evaluation of languages cannot be said to be the result of linguistic superiority or inferiority. Students value a language according to the social conventions and preference reflecting an awareness of promising opportunities such as high education, profitable job, prestige, social mobility, guaranteed by that language. The main factor influencing students’ attitudes towards languages is their immediate educational or career goal directed to a good job in the future. Students’ language preference is based on the fear and illusion that without knowledge of English and French, their job opportunities are limited. Some language strategies are proposed in order to revitalise the esteem of Kinyarwanda and Kiswahili in education without excluding French and English.