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
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
Recommended Citation
Uwamahoro, G. (2014). Rwandan University EFL Teachers' Awareness and Attitudes Toward CLT and their Classroom Practices [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/351/
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