Language Choice and Use on the Linguistic Landscapes of a Teacher Training College in Rwanda

Abstract

The presence of languages on signage in a given territory indicates their relevance, the attitudes that writers have towards them, and the reasons why they have been chosen for the landscape. This paper thematically analyses the language choice and use on the linguistic landscape of a Teacher Training College (TTC) in Rwanda. It adopted a descriptive research design, guided by Spolsky and Copper's (1991) Model of Language Choice. The target population comprised signposts located in the selected secondary school. Qualitative data were collected using a camera, 9 signposts were purposively selected. The data were analysed using thematic analysis. The findings indicated that the Kinyarwanda language is infrequently utilised in the linguistic milieu of the educational institution. The messages employed in Kinyarwanda are intended to raise awareness among support staff regarding the importance of maintaining cleanliness and orderliness within the school environment. The linguistic landscape of the investigated school also has English-only signage requesting the use of English by students and teachers within the school compound as a language of instruction and medium of international communication. In addition, signposts containing French are translated or coded in English, thus demonstrating that both languages hold equal importance within the school compound. The research revealed the absence of Kiswahili from signposts in the school, despite its status as official language and taught subject in the Teaching Modern Languages Option. This phenomenon may have arisen from a protracted negative attitude among Rwandan citizens towards Kiswahili, or from school leaders who do not possess proficiency in Kiswahili. It recommended that awareness sessions be held with school leaders in Rwanda to emphasise the importance of multilingualism in the country's development. The implementation of multilingualism in Rwanda is contingent upon the cultivation of a positive attitude towards the country's official languages within educational institutions. It is the responsibility of the Ministry of Education to establish a set of guidelines that will enable schools to promote the learning of all languages on signs within the school environment.