Rwanda's education is facing the challenge of a language barrier, especially the instructional language of the students. Often the students fail to understand the lessons due to a lower level of understanding and communicating in English as an instructional language which is a second language to them. We realized that every teacher should be a language teacher as well. Therefore, the use of appropriate methods of teaching their subjects on the one hand, and language teaching on the other hand, is the appropriate way to understand instructional language. In this context, we investigated the best tool to fulfill the teaching of different subjects on the one hand and a second language on the other hand. So, this issue influenced the emergence of this article which was based on two specific research objectives. The first was to evaluate the effectiveness of literature in second language teaching in the context of a competency-based curriculum. The second was to determine how literature can be used in second language teaching in the context of a competency-based curriculum. The data collection methods used were interviews, observation, and literature review. The research participants were English teachers and students of senior three in selected secondary schools in Rwanda. The sample was the senior three teachers and students of English as well as the literary works. That sample was obtained using the purposive sampling method. The study results show that the literature contains the best examples of teaching a second language. This is due to the argument that we find examples of teaching grammar, vocabulary, and all language skills in literary works. In addition, the results showed that literature motivates students to practice the language in real life and helps them develop twenty-first-century skills as the main goal of a competency-based curriculum. Finally, the article has demonstrated the challenges of using literature as a language teaching tool and the strategies to be taken.
| Published in | International Journal of English Teaching and Learning (Volume 1, Issue 1) |
| DOI | 10.11648/j.ijetl.20230101.12 |
| Page(s) | 6-14 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Second Language Teaching, Literature, Literary Work, Competency-Based Curriculum Environment
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APA Style
Donard Bikorimana. (2023). Literature as a Tool of Teaching a Second Language in the Environment of CBC: An Example of English in Rwanda. International Journal of English Teaching and Learning, 1(1), 6-14. https://doi.org/10.11648/j.ijetl.20230101.12
ACS Style
Donard Bikorimana. Literature as a Tool of Teaching a Second Language in the Environment of CBC: An Example of English in Rwanda. Int. J. Engl. Teach. Learn. 2023, 1(1), 6-14. doi: 10.11648/j.ijetl.20230101.12
AMA Style
Donard Bikorimana. Literature as a Tool of Teaching a Second Language in the Environment of CBC: An Example of English in Rwanda. Int J Engl Teach Learn. 2023;1(1):6-14. doi: 10.11648/j.ijetl.20230101.12
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Download@article{10.11648/j.ijetl.20230101.12,
author = {Donard Bikorimana},
title = {Literature as a Tool of Teaching a Second Language in the Environment of CBC: An Example of English in Rwanda},
journal = {International Journal of English Teaching and Learning},
volume = {1},
number = {1},
pages = {6-14},
doi = {10.11648/j.ijetl.20230101.12},
url = {https://doi.org/10.11648/j.ijetl.20230101.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijetl.20230101.12},
abstract = {Rwanda's education is facing the challenge of a language barrier, especially the instructional language of the students. Often the students fail to understand the lessons due to a lower level of understanding and communicating in English as an instructional language which is a second language to them. We realized that every teacher should be a language teacher as well. Therefore, the use of appropriate methods of teaching their subjects on the one hand, and language teaching on the other hand, is the appropriate way to understand instructional language. In this context, we investigated the best tool to fulfill the teaching of different subjects on the one hand and a second language on the other hand. So, this issue influenced the emergence of this article which was based on two specific research objectives. The first was to evaluate the effectiveness of literature in second language teaching in the context of a competency-based curriculum. The second was to determine how literature can be used in second language teaching in the context of a competency-based curriculum. The data collection methods used were interviews, observation, and literature review. The research participants were English teachers and students of senior three in selected secondary schools in Rwanda. The sample was the senior three teachers and students of English as well as the literary works. That sample was obtained using the purposive sampling method. The study results show that the literature contains the best examples of teaching a second language. This is due to the argument that we find examples of teaching grammar, vocabulary, and all language skills in literary works. In addition, the results showed that literature motivates students to practice the language in real life and helps them develop twenty-first-century skills as the main goal of a competency-based curriculum. Finally, the article has demonstrated the challenges of using literature as a language teaching tool and the strategies to be taken.},
year = {2023}
}
TY - JOUR T1 - Literature as a Tool of Teaching a Second Language in the Environment of CBC: An Example of English in Rwanda AU - Donard Bikorimana Y1 - 2023/09/27 PY - 2023 N1 - https://doi.org/10.11648/j.ijetl.20230101.12 DO - 10.11648/j.ijetl.20230101.12 T2 - International Journal of English Teaching and Learning JF - International Journal of English Teaching and Learning JO - International Journal of English Teaching and Learning SP - 6 EP - 14 PB - Science Publishing Group SN - 2997-2566 UR - https://doi.org/10.11648/j.ijetl.20230101.12 AB - Rwanda's education is facing the challenge of a language barrier, especially the instructional language of the students. Often the students fail to understand the lessons due to a lower level of understanding and communicating in English as an instructional language which is a second language to them. We realized that every teacher should be a language teacher as well. Therefore, the use of appropriate methods of teaching their subjects on the one hand, and language teaching on the other hand, is the appropriate way to understand instructional language. In this context, we investigated the best tool to fulfill the teaching of different subjects on the one hand and a second language on the other hand. So, this issue influenced the emergence of this article which was based on two specific research objectives. The first was to evaluate the effectiveness of literature in second language teaching in the context of a competency-based curriculum. The second was to determine how literature can be used in second language teaching in the context of a competency-based curriculum. The data collection methods used were interviews, observation, and literature review. The research participants were English teachers and students of senior three in selected secondary schools in Rwanda. The sample was the senior three teachers and students of English as well as the literary works. That sample was obtained using the purposive sampling method. The study results show that the literature contains the best examples of teaching a second language. This is due to the argument that we find examples of teaching grammar, vocabulary, and all language skills in literary works. In addition, the results showed that literature motivates students to practice the language in real life and helps them develop twenty-first-century skills as the main goal of a competency-based curriculum. Finally, the article has demonstrated the challenges of using literature as a language teaching tool and the strategies to be taken. VL - 1 IS - 1 ER -
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