Abstract

This research investigates Rwandan English teachers' awareness of and attitudes toward CLT including their practices in their respective classrooms. Data were collected by means of an online questionnaire that was responded to by 16 practicing teachers. The results revealed that most participants believed that both form- and meaning-based pedagogy were important in the language classroom. The participants also reported that they practiced what they believed in their respective classrooms. With regard to CLT awareness, most of Rwandan university teachers who responded to the questionnaire confirmed that they had learned or heard about CLT, eleven teachers among thirteen who had known it had tried it and recognized how beneficial it was to their learners' language development. Because all the college language teachers are not aware of the CLT approach, the study results suggest that the Rwandan Government, the Ministry of Education, and colleges (1) provide teachers with additional professional development and training, (2) reduce the number of students in a language classroom, and (3) make available authentic CLT-based teaching materials. Furthermore, the study recommends curriculum designers to revise the Rwandan English-language curriculum to include communicative aspects.

Advisor

Karen E. Lybeck

First Committee Member

Glen T. Poupore

Date of Degree

2014

Language

english

Document Type

Thesis

Degree

Master of Arts (MA)

Department

English

College

Arts and Humanities

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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