Multilingual learning and language-supportive teaching in Rwandan learning materials

Abstract

This chapter proposes that most learners in SSA cannot currently read their English-medium subject textbooks, because these assume a high degree of reading fluency in English. In a school population which demonstrates low school achievement, in which lack of fluency in the language of learning plays a major part, the inability to read textbooks constitutes a major block to learning. The chapter presents readable materials for Primary Grade 4 subject learning, developed by a research project in Rwanda, which are appropriate for learners in Sub-Saharan Africa with emergent ability in the language of instruction. These materials demonstrate multilingualism and language supportive pedagogy (LSP).

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