Effect of Local Language Use on Kiswahili Language Development in Public Secondary Schools in Rwanda

Abstract

This research explored the impact of local language use on Kiswahili development in public secondary schools in Nyagatare, Rwanda. It examined factors influencing local language use in Kiswahili instruction, assessed Kiswahili development levels, and analyzed the relationship between local language use and Kiswahili proficiency. The study targeted 8,370 respondents, with a sample size of 400 calculated using the Yamane formula. Primary data were collected through questionnaires, supplemented by interviews for secondary data. Sampling methods included purposive, stratified, and simple random sampling, employing both quantitative and qualitative analyses. Findings revealed that significant factors influencing local language use included linguistic and cultural (89.3%), pedagogical (77.3%), socioeconomic (76.0%), policy and institutional (66.7%), and teacher attitudes (68.0%). In terms of Kiswahili development, 88.0% noted improved student performance in tests, while 76.0% emphasized speaking skills, and 75.8% highlighted writing abilities as indicators of language development. A strong correlation was found between local language use and academic performance, with a positive association (p < 0.05) supporting its importance in enhancing Kiswahili skills. The study recommends that MINEDUC, parents, and school managers provide essential learning materials, establish clear language policies, and facilitate equal use of Kiswahili and English. Additionally, motivational speakers with Kiswahili knowledge and regular in-service training for teachers are suggested to improve student engagement and performance, reinforcing the value of Kiswahili.