The Language of Development

English became the language of instruction in all public schools, with the government deeming it a matter of great importance and urgency. However, many teachers struggled to adapt, particularly those who were primarily francophone. To address this challenge, the Rwandan government, supported by USAID and partners, is implementing a School-based Mentoring Program. Senior mentors will supervise and cascade training down to school-based mentors, who will work directly with teachers at two schools each on English language and pedagogy. The program aims to institutionalize support for English language instruction and improve teacher proficiency. Mentors, such as Mukamanzi Jane Rose, a former teacher and school principal, play a crucial role in the program. They provide targeted English training to teachers, encouraging them to practice speaking and listening in English during brief free moments between lessons. Mukamanzi emphasizes the importance of creating a supportive environment, where teachers feel free to make mistakes without fear of ridicule. To assist mentors in providing effective training, USAID supported the development of Rwanda English Proficiency Standards performance indicators and accompanying assessment tools. These tools include diagnostic tests to identify teachers' actual language levels, as well as self-assessment tools to provoke thought and reflection on areas of confidence or improvement. The tools cover listening, speaking, reading, and writing skills, as well as grammar and vocabulary. Mentors across the country will use these tools over the coming months as the mentor program takes shape. Mukamanzi is optimistic about the program's potential, stating that if the mentoring system continues, Rwanda will be at the same level as other countries that use English as the language of instruction within five to six years.