Mbonabuca P A T I E N C E David

Teaching and learning English as a second language to speakers of other languages, is still a big challenge to many teachers and many learners. This presentation focuses on the most effective strategies teachers can utilize in teaching English as a foreign language to speakers of other languages. Two approaches - Direct and Reading - are explored to promote the successful delivery and acquisition of English as a second language. The workshop also explores proactive and retroactive interference in language teaching. Participants also walk away with handouts on best approaches for ESL classrooms.

This report is carried out as a practical part of Bachelor Degree in teaching studies at the University of Kibungo, UNIK. The internship session was carried out under supervision of the university in which I was studying - UNIK, and the Petit Séminaire Saint Kizito de Zaza – PSSK-Zaza, the school that ensured the event and hosted me during my internship. During that period, I taught different Seven Ordinary Level Classes, namely 2 Senior Two classes, 3 Senior One classes and 2 Senior Three Classes, and Three Advanced Level classes in combination of MCB and BCG, namely 1 Combination of Senior Four Class, 1 Combination of Senior Five Class and 1 Combination of Senior Six Class. I taught English and Kiswahili in Senior One classes, I taught French from Senior Two Classes to Senior Six Class. Thus, this report covers: first, the description of the Petit Séminaire Saint Kizito de Zaza and its historical background; second, my workload and all the activities, curricular, co-curricular, and extracurricular; and third, conclusion and recommendations.

Utafiti unadhihirisha kuwa Kiswahili ni lugha yenye asili na chimbuko lake.  Chanzo cha msafara wa kiswahili ndio chanzo cha kuenea kwake. Makala hii ina malengo ya kufafanua jinsi hali ya Kiswahili ilivyo  kutokana na  usalama au uhamiaji wa watumiaji wa Kiswahili. Katika makala hii, umetumiwa utafiti wa aina mbili – utafiti wa Kihistoria na utafiti wa Uchunguzaji – kama vile anavyoeleza Omukabe wa Omukabe kuhusu aina na maana ya utafiti katika makala yake « Maana ya utafiti na aina kuu za utafiti ».  Watumiaji wa Kiswahili kuhamia pale si wakazi - waongeaji wa Kiswahili au kinyume chake, ama kwa njia ya usalama tosha au kwa njia ya ukosefu wa usalama, ni njia mojawapo ya kuenea kwa Kiswahili. Washiriki katika makala hii, wanashuhudia kukua na kuenea kwa Kiswahili kupitia hali ya kawaida na hali isiyo ya kawaida. Pia, waandaji wa Makongamano wanashuhudia zaidi hilo katika Jumuiya mbalimbali.

Kirundi and Kinyarwanda were the respective national and official languages of Burundi and Rwanda. During the colonial period, both Burundi and Rwanda were two countries in one, Ruanda-Rundi, which displayed an exceptional single language, Rwanda-Rundi also known as Kinyarwanda-Kirundi. In 1962, both countries became independent as two separate countries, Rwanda and Burundi, with two different languages, Kirundi and Kinyarwanda. After this separation, Kinyarwanda was a very attractive language to Kirundi. This research aimed at assessing and investigating the powerful influence that Kinyarwanda exerted over Kirundi without the reverse. This study was conducted in Rwanda among Burundians who were living in Rwanda and Rwandese who had ever lived in Burundi, face-to-face with interviews, conversation with the questionnaires, and telecommunication with phones and voice recorders. The main findings revealed that, among the 140 sampling informants who effectively responded in this study, 57 approximately 40.7% were examined influenced. The more a language increasingly rate in use, the more it dominates and controls. At the end of this research project, all readers would walk away with a full understanding of how Kinyarwanda the language that was spoken mainly in Rwanda influenced Kirundi the main language that was spoken in Burundi. Both issued governmental sides – Burundi and Rwanda – should intervene in this case to care of saving and defending the original language as an identity.