Language as a Barrier to Technology Integration in Education: The extent of Teachers’ English Difficulties in Accessing Online Resources in an African Country Transitioning from French to English Medium Instruction
Emmanuel Shema – College of Arts and Social Sciences, University of Rwanda, Rwanda
David Wamamili Wanyonyi – Moi University, Kenya
Chris Wekesa Mukwa – Moi University, Kenya
https://orcid.org/0000-0002-1413-1891
Email: e.shema1@ur.ac.rw/ ddwanyonyi@yahoo.com /chrismukwa2015@gmail.com
Abstract: Research on technology integration in developing countries has emphasised physical infrastructure, with limited attention to teacher-level constraints such as language proficiency. In Rwanda, the 2008 shift from French- to English-medium instruction created a challenging context where many teachers lack adequate English proficiency. However, a shortage of textbooks, particularly in sensitive subjects like Comprehensive Sexuality Education (CSE), has compelled teachers to rely on internet resources, which are mostly in English. This study examined the extent of English language difficulties Rwandan secondary school teachers encounter when searching for CSE instructional materials online. Employing a cross-sectional survey design, quantitative data were collected from 207 teachers in purposively selected schools with internet access. The study was guided by Bourdieu’s theory of linguistic capital and symbolic violence, and Warschauer’s Social Embeddedness of Technology framework. Data were analysed using frequency distributions and percentages. Results show that 94.69% of teachers used English when searching for CSE materials online, despite limited proficiency, and 52.55% reported experiencing language difficulties. These findings highlight teachers’ paradoxical preference for English over French and Kinyarwanda despite self-reported difficulties, as it provides better returns in terms of quantity and quality. Also, teachers’ meaningful access to online resources is constrained by linguistic barriers at the digital resource level, as English dominates online linguistic architecture and content, and at the individual level, as teachers lack adequate English proficiency. The study concludes that teachers’ limited English proficiency constitutes a linguistic barrier to technology integration and recommends targeted language programmes to improve teachers’ engagement with online resources.
