Language Matters: A study of how Burundi’s language policy in education affects primary school teacher’s motivation and confidence

• In Event: Highlighted session: Multilingual teaching in schools and in homes

Proposal

Theme: Education for Sustainability

Title: Language Matters: A study of how Burundi’s language policy in education affects primary school teacher’s motivation and confidence

Introduction
Understanding how teachers’ motivation levels are affected by government policy could lead to potential changes in the way teacher training takes place which is fundamental to education sustainability in Burundi and other multilingual education environments. Burundi is a linguistically homogenous country (Simons & Fennig, 2018) in Africa with 98 percent of the population speaking Kirundi (World Atlas, 2017). In fact, according to Simons and Fennig (2018) 4,000,000 of the roughly 11,000,000 people living in Burundi are monolingual meaning they only speak Kirundi. However, policy dictates that starting in grade five French is the language of instruction (LOI) (UNICEF, 2017). The language policies that exist in Burundi point towards colonial times and showcase a country that is attempting to overcome their economic issues through language. French, English and Kiswahili are all deemed necessary for students to learn even though teachers lack the educational training necessary to teach in a second language and speak three languages other than their own. Classroom observations have showcased that students and teachers both struggle with basic interpersonal communication skills in the French language and are not prepared to learn or teach at an academic language level. This presentation seeks to answer the following question: What are the implications of Burundi’s language policy on primary school teacher’s motivation and confidence in the classroom?
Policy decisions on what grade level should switch to a second language as the LOI has a major impact on student’s ability to be successful in the classroom. Transfer refers to the moment when the learner has developed the cognitive academic ability to successfully use a language. Transition refers to the time when learners switch from the language of instruction being in their first language (L1) to their second language (L2) at a point where they have not developed their academic capacity in the language (Ouane & Glanz, 2011, p. 137). The learner may be able to decipher elements of the language however they do not have the capacity to truly study in that language. L1 language can be described as mother tongue (MT), vernacular, native language, or home language (2013) and is further described by Skutnabb-Kangas as, “a language that one (a) has learnt first; (b) identifies with; (c) knows best; and/or (d) uses most” (as cited in Kosonen & Benson, 2013, p. 6) and can be understood at an academic level. Early exit refers to the transition period from L1 to the target language, which in the case of Burundi is French, after four years of studying.
In the Burundian classroom students begin in first grade by learning Kirundi, French, English, Kiswahili, and other core subjects with the LOI being Kirundi. Total instructional time from first grade to fourth grade is, at most schools, four hours per day. Students spend at least two of those hours focusing on languages. Roughly 45 minutes is spent on French instruction per day from a teacher who potentially has a limited level of French. The combination of the lack of teacher preparation and knowledge in the languages, compounded by the pressure to have students academically prepared to study in French by fifth grade creates a high stress situation for teachers.
Guiding Theory
Dependency Theory and Postcolonial theory are used as lenses for this study to help understand the background of government policy in Burundi that seems to be failing the population. Both theories provide perspective and a lens to understand the impact of imperialism on Burundi and help to understand why current language policies may be in place. Literature produced by Ngũgĩ wa Thiong'o (1986), Benson and Kosonen (2013), Cummins (2009), Freire (1970), and others will provide a basis to highlight how theory is reflected in the issues seen in Burundi’s current language education policy.
Methodologies
Language Matters is an empirical research study utilizing qualitative research methodologies. The main methods for data collection will be focus groups with primary school teachers, interviews with school directors, and short surveys for teachers to rank their language capacity in Kirundi, French, English, and Kiswahili. The surveys will be used to link issues of confidence and motivation with the evidence gathered in the focus groups. The interviews with school directors will be aimed at better understanding education levels of teachers at the various primary schools in Burundi’s rural regions.
Results
The research will take place in fall of 2018, so the results of the study are pending. However, there is reason to suspect that the results will highlight the need for further teacher support if the current language policy in Burundi is maintained. The study is expected to show that teachers only truly feel confident in speaking Kirundi and perhaps one additional level. Focus group sessions and interviews with school directors are likely to highlight that teacher motivation is affected by the current language policies. The analysis of the project will utilize the software Dedoose to code findings and interpret the results.
Contribution to the field
Understanding primary school teacher’s motivation and confidence levels in their instruction of L2, L3, and L4 languages in the classroom is fundamental to the development of sustainable long-term teacher education programs globally. Sustainable education must take into consideration teacher well-being and how that impacts the classroom (TICC, 2016). Presenting at the CIES conference will drive solution-based dialogue on a noteworthy issue in the field. There is substantial literature on the issue of early-exit from mother tongue LOI, but not a detailed look at the impact of early-exit and multilingual policies on teachers. The presentation will bring a focus on the need for solutions and methodologies that can be used to build the capacity of teachers and ultimately create a situation where students are less likely to drop out of school and are overall academically successful.

Author

• Leah Passauer, School for International Training