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Towards integrating television materials into english teaching and learning at the national university of Rwanda: an exploratory case study of the second year english course

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par Pravda Mfurankunda
University of the Western Cape, Cape Town - Masters in Education 2005
  

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4.4. Presentation of content of academic English programmes at NUR

4.4.1. Background

There are three kinds of academic English programmes at the NUR: first, the one year intensive English course at EPLM; second, the English course first year students have in their respective faculties after EPLM (i.e. Oral and Written Expression) and third, the different English courses the students in the Faculty of Arts and Humanities study both as subject and medium of instruction. The last category is my concern in this chapter. It is worth mentioning that the programme that will be analysed concerns the students who study English as their area of specialisation.

In fact, the Department of English has a four year English programme after which the graduates obtain a Bachelor's Degree in English. The first two years equip students with general and specific courses and skills. The latter constitutes a basis for the students to make a choice of their own from three options in the third year: literature, linguistics and interpreting and translation. This structure is a result of academic programme reforms that were undertaken in the years 2000 and 2001 at the NUR. The reforms in question have been informed by the general NUR policy whose guiding principle was professionalising its educational system. In fact, graduates from the previous programme obtained a Bachelor's Degree in General English and one could notice that, after their training they were neither linguistics specialists nor literature ones. The current programme offers the candidate a choice of three fields of study as stated earlier (i.e. translating and interpreting included) and students major in one of them.

4.4.2. Structure of the English programme

As said in Chapter 3, I examine courses whose contents are directly linked to issues related to the use of TV materials as teaching and learning aids. To be more specific, Listening Comprehension One and Two are related to this study as watching TV involves a great deal of listening. Likewise, Conversational English I and II prepare the students in basic listening features they come across frequently. As one can notice from the structure of these courses, the programmes at the NUR provide the following information: (1) course title and its code (2) objectives of the course and (3) content. The latter is made up of two parts: theory and practice. Details on the structure of courses mentioned above are found in Appendix E.

After having looked at the structure of the content of academic English programmes for some courses, the next section deals with analysis of the data I collected through questionnaires, interviews and documents at the NUR.

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