'Eventually We'll All Become Anglophones': A Narrative Inquiry into Language-in-Education Policy in Rwanda

Autor/in	Kral, Thomas
Titel	'Eventually We'll All Become Anglophones': A Narrative Inquiry into Language-in-Education Policy in Rwanda
Quelle	In: Globalisation, Societies and Education, 21 (2023) 3, S.377-391 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kral, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2022.2033613
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Educational Policy; Educational Change; French; Language Teachers; Rural Areas; Personal Narratives; Teacher Attitudes; Language Attitudes; Civil Rights; Multilingualism; Global Approach; Language Role; Ethnicity; History; African Languages; Criticism; Native Language; Educational Experience; Teacher Education Programs; Colonialism; Scholarships; Study Abroad; Rwanda + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Bildungsreform; Französisch; Language teacher; Sprachunterricht; Rural area; Ländlicher Raum; Erlebniserzählung; Lehrerverhalten; Sprachverhalten; Bürgerrechte; Grundrechte; Zivilrecht; Mehrsprachigkeit; Multilingualismus; Globales Denken; Ethnizität; Geschichte; Geschichtsdarstellung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Kritik; Bildungserfahrung; Kolonialismus; Scholarship; Stipendium; Studies abroad; Auslandsstudium; Ruanda
Abstract	This article recounts the lived experience of a Rwandan English teacher's journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country's changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider's perspective on Rwanda's switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent's story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01