Pragmatics and language registers in teaching and learning for Rwandan Secondary Schools

This study explores the role of pragmatics and language registers in teaching and learning Kinyarwanda in Rwandan secondary schools. It is based on the hypothesis that both teachers and students struggle to effectively use formal Kinyarwanda, whether in speech or writing, due to a limited understanding of pragmatic principles, such as context, purpose, and appropriateness of language use. Adopting both cognitive and communicative approaches, the study employs a mixed-methods design, combining data from classroom observations and questionnaires. The findings indicate that integrating pragmatic awareness and language registers significantly enhances teaching effectiveness and student comprehension. However, the lack of teaching materials on these topics remains a key challenge. Teachers and students recommended stronger collaboration between the Rwanda Cultural Heritage Academy (RCHA) and the Ministry of Education to promote the effective use and preservation of formal Kinyarwanda.