Home > Research > Publications & Outputs > ‘Eventually we’ll all become Anglophones’

Links

Text available via DOI:

View graph of relations

‘Eventually we’ll all become Anglophones’: a narrative inquiry into language-in-education policy in Rwanda

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

Standard

‘Eventually we’ll all become Anglophones’: a narrative inquiry into language-in-education policy in Rwanda. / Kral, Thomas.
In: Globalisation, Societies and Education, Vol. 21, No. 3, 31.05.2023, p. 377-391.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

APA

Vancouver

Kral T. ‘Eventually we’ll all become Anglophones’: a narrative inquiry into language-in-education policy in Rwanda. Globalisation, Societies and Education. 2023 May 31;21(3):377-391. Epub 2022 Feb 2. doi: 10.1080/14767724.2022.2033613

Author

Kral, Thomas. / ‘Eventually we’ll all become Anglophones’ : a narrative inquiry into language-in-education policy in Rwanda. In: Globalisation, Societies and Education. 2023 ; Vol. 21, No. 3. pp. 377-391.

Bibtex

@article{1007b605d06e490ea5fbbbc4716599b8,
title = "{\textquoteleft}Eventually we{\textquoteright}ll all become Anglophones{\textquoteright}: a narrative inquiry into language-in-education policy in Rwanda",
abstract = "This article recounts the lived experience of a Rwandan English teacher{\textquoteright}s journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country{\textquoteright}s changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider{\textquoteright}s perspective on Rwanda{\textquoteright}s switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent{\textquoteright}s story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism.",
keywords = "Educational development, cosmopolitanism, decolonisation, English-medium instruction, language policy, Rwanda",
author = "Thomas Kral",
year = "2023",
month = may,
day = "31",
doi = "10.1080/14767724.2022.2033613",
language = "English",
volume = "21",
pages = "377--391",
journal = "Globalisation, Societies and Education",
issn = "1476-7724",
publisher = "Taylor & Francis",
number = "3",

}

RIS

TY - JOUR

T1 - ‘Eventually we’ll all become Anglophones’

T2 - a narrative inquiry into language-in-education policy in Rwanda

AU - Kral, Thomas

PY - 2023/5/31

Y1 - 2023/5/31

N2 - This article recounts the lived experience of a Rwandan English teacher’s journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country’s changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider’s perspective on Rwanda’s switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent’s story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism.

AB - This article recounts the lived experience of a Rwandan English teacher’s journey from his village to international opportunities for scholarship and work, enabled by his agency in navigating the country’s changing linguistic landscape. Using the narrative inquiry research method, the study uncovers an insider’s perspective on Rwanda’s switch from French to English-medium education and offers a unique participant-centred contribution to research on language-in-education policy. The respondent’s story is interpreted through the intersecting conceptual themes of linguistic imperialism and cosmopolitanism, which emerge from the narrative. The decolonisation of English-medium education is envisioned through supportive, multilingual pedagogies and a rooted cosmopolitanism.

KW - Educational development

KW - cosmopolitanism

KW - decolonisation

KW - English-medium instruction

KW - language policy

KW - Rwanda

U2 - 10.1080/14767724.2022.2033613

DO - 10.1080/14767724.2022.2033613

M3 - Journal article

VL - 21

SP - 377

EP - 391

JO - Globalisation, Societies and Education

JF - Globalisation, Societies and Education

SN - 1476-7724

IS - 3

ER -