Umuzigo w’inyongera: Girls’ differential experiences of the double burden of language and gender in Rwandan English Medium secondary education

Lizzi O. Milligan; Aline Dorimana; Aloysie Uwizeyemariya; Alphonse Uworwabayeho; Terra  Sprague; Laela Adamson; Kuchah Kuchah

doi:10.1080/09500782.2023.2288635

Umuzigo w’inyongera: Girls’ differential experiences of the double burden of language and gender in Rwandan English Medium secondary education

Lizzi O. Milligan^*, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Terra Sprague, Laela Adamson, Kuchah Kuchah

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

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Abstract

This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden' that many girls carry.

Original language	English
Journal	Language and Education
Early online date	6 Dec 2023
DOIs	https://doi.org/10.1080/09500782.2023.2288635
Publication status	E-pub ahead of print - 6 Dec 2023

Bibliographical note

Acknowledgments:
The research reported in this paper received funding under the ESRC New Investigator scheme (ES/S001972/1) for which we are indebted. The authors also thank the girls, teachers, and head teachers who we worked together with in this project. For the purpose of open access, the author has applied a Creative Commons Attribution (CC-BY) licence [where permitted by UKRI, ‘Open Government Licence’ or ‘Creative Commons Attribution No-derivatives (CC-BY-ND) licence may be stated instead] to any Author Accepted Manuscript version arising.

Keywords

English medium education
girls’ education
language-in-education
Rwanda

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MilliganL2023UmuzigoFinal published version, 1.44 MBLicence: Creative Commons: Attribution (CC BY)

Cite this

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title = "Umuzigo w{\textquoteright}inyongera: Girls{\textquoteright} differential experiences of the double burden of language and gender in Rwandan English Medium secondary education",

abstract = "This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls{\textquoteright} life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls{\textquoteright} education policies to alleviate the {\textquoteleft}double burden' that many girls carry. ",

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note = "Acknowledgments: The research reported in this paper received funding under the ESRC New Investigator scheme (ES/S001972/1) for which we are indebted. The authors also thank the girls, teachers, and head teachers who we worked together with in this project. For the purpose of open access, the author has applied a Creative Commons Attribution (CC-BY) licence [where permitted by UKRI, {\textquoteleft}Open Government Licence{\textquoteright} or {\textquoteleft}Creative Commons Attribution No-derivatives (CC-BY-ND) licence may be stated instead] to any Author Accepted Manuscript version arising.",

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T2 - Girls’ differential experiences of the double burden of language and gender in Rwandan English Medium secondary education

AU - Milligan, Lizzi O.

AU - Dorimana, Aline

AU - Uwizeyemariya, Aloysie

AU - Uworwabayeho, Alphonse

AU - Sprague, Terra

AU - Adamson, Laela

AU - Kuchah, Kuchah

N1 - Acknowledgments: The research reported in this paper received funding under the ESRC New Investigator scheme (ES/S001972/1) for which we are indebted. The authors also thank the girls, teachers, and head teachers who we worked together with in this project. For the purpose of open access, the author has applied a Creative Commons Attribution (CC-BY) licence [where permitted by UKRI, ‘Open Government Licence’ or ‘Creative Commons Attribution No-derivatives (CC-BY-ND) licence may be stated instead] to any Author Accepted Manuscript version arising.

PY - 2023/12/6

Y1 - 2023/12/6

N2 - This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden' that many girls carry.

AB - This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden' that many girls carry.

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KW - girls’ education

KW - language-in-education

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DO - 10.1080/09500782.2023.2288635

M3 - Article

SN - 0950-0782

JO - Language and Education

JF - Language and Education

ER -

Umuzigo w’inyongera: Girls’ differential experiences of the double burden of language and gender in Rwandan English Medium secondary education

Abstract

Bibliographical note

Keywords

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