THE ROLE OF KISWAHILI IN THE PROCESS OF NATIONAL DEVELOPMENT IN RWANDA

Patrice Ntawigira Abstract

As Rwanda s interest in the regional and global economy grows, so does the interest of Rwandese in languages used in our region. Students in secondary schools, for instance, are keen in other foreign languages than English and French. During this opportune time when Rwanda is in a dynamic period of integration in the East Africa Community (henceforth EAC) and welcoming all East African countries to Kigali, it is worth examining how secondary school students perceive the importance of Kiswahili in the national development. Taking into account that any additional language to the mother tongue is a new trump card in this globalization period, acquiring Kiswahili language as a second language for Rwandese students can sharpen their intellectual skills, increase their benefit from Kiswahiliphone countries, and broaden their cultural understanding. Strengthening Kiswahili in the educational system of Rwanda will play an important role to create the ability to communicate in Kiswahili and provide access to the world s marketplaces, especially in our region of Great Lakes and the East Africa. This is a good starting point in development in our region. We wish to see Rwandese youth becoming proficient in Kiswahili in this opportune time of integration of Rwanda in the EAC. Rwandese youth, starting with those in secondary schools, deserve to take advantage of this opportunity. The word development covers all economic growth indicators and non-economic indicators. Economic indicators that are referring to the strengthening of the material base, mainly industrialization, while the non-economic indicators are those that refer to the strengthening of the well being of members of the society. They include improvement in education provision, improvement in health conditions, a coherent and social organization, and adequately skilled labour supply to meet evolving national and international labour market needs etc. By the term development we mean all processes involving structural transformation in response to on going cultural, economic, political and social changes taking place within the society (Rassool 2009). In this article, I will highlight different views given by students, teachers, parents, curricula developers and some other people coming from different sectors, on the role of Kiswahili in the national development Rwanda. These views were colleted when I was carrying out a research on language use in the education system of Rwanda.

1.0 Students views In the student questionnaire, they were six questions set for encouraging students to give their views on Kiswahili contribution to national development and modernity in different ways. By modernity we mean, especially, new strategic plan of EAC concerning the regionalist (Rwanda, Tanzania, Burundi, Kenya and Uganda) cultural ideals of the enlightenment. This includes development of education, modes of communication, infrastructure, fundamental economic (Soko la Pamoja launched official on 21st November 2009 at Arusha), sociocultural and political changes. The following are the questions that were presented in the student questionnaire:
3 A What languages don t you have on your time table but you wish to have them?

What are your main reasons for wishing to learn that (those) language(s)? Now Rwanda is an active member of the East African Community (EAC) where Kiswahili language is a lingua franca, do you see any need for Rwandese to learn Kiswahili language? YES NO

7 6

If YES, give reasons What are the benefits of knowing the three foreign languages (Kiswahili, French and English) for any laureate of each option of secondary schools? How do you see the importance of Kiswahili in enhancing the development of our country (economy, education, cooperation and other sectors)? Little important Very important

Levels National level Regional level International level

7. Do you see any specific role Kiswahili can play in development of Rwanda in the EAC? 8. Below are some reasons for learning Kiswahili. Which are True or False for you?
Reasons 1. To use at present or future job 2. To be admired and respected by my authorities, friends and colleagues 3. To use as a regional language traveling in E AC when True False

4. To get a job in the East Africa Countries 5. Make me more marketable

With regard to question 3, section A and B, each student had the chance of writing 3 languages. All 1102 students or (100 %) mentioned Kiswahili in their responses but in different positions. About 997 students put Kiswahili in the first position, 88 ion the

second position and 23 students put it on the third position. Other languages mentioned were Arabic, Chinese and Spanish. The table shows their frequencies in position. Table 1: Desired languages on students timetable
Kiswahili Position 1 Position 2 Position 3 Total of students 997 88 23 1108 % 90 8 2 100 Arabic 58 27 14 99 % 5.2 2.4 1.3 8.9 Chinese 42 18 8 68 % 3.8 1.6 0.7 6.1 Spanish 11 7 4 22 % 1 0.6 0.4 2

Source: Field data Chart 1: Desired languages on students timetable Desired languages on students' timetable 100 80 60 40 20 0 Kiswahili Arabic Chinese Spanish
Position 1
Kiswahili Arabic Chinese Spanish

Position 2 8 2.4 1.6 0.6

Position 3 2 1.3 0.7 0.4

90 5.2 3.8 1

The above chart shows how secondary school students wish to have Kiswahili language on their timetable. Their responses to question 3, section B justify their desire to learn Kiswahili language. Many reasons were associated with economic of development and good cooperation between Rwanda and EAC members, especially those which are very familiar with Kiswahili Language. Many reasons were given in different ways. Considering the frequency of each reason in students responses, we summarize them into only 12 mains reasons. 1. Kiswahili is a language of business in our region.

2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Rwanda has been integrated in the EAC. We want to cooperate with Kiswahiliphone people. We want to travel in all EAC members. We want to find jobs in all EAC members after our studies. We want to continue with our education in the EAC countries Kiswahili is used in many countries in Africa. Kiswahili is a reliable means to establish good relationship: culturally, economically, and socially between Rwandese and Kiswahiliphone people. Kiswahili will help us achieve our goals in 2020 vision. Kiswahili is used for surfing onthe internet. Kiswahili is used in some international organizations: O.A.U and EAC. Kiswahili is used in international media: BBC, VOA, Radio Deutschwelle etc.

The following chart shows the frequency of each reason in students responses. Number one (1) stands for the first reason, number two (2) for the second reason and so on. One student was to give more than one or two reasons. Chart 2: The desire for learning Kiswahili language
Frequency of reasons for the desire for learning Kiswahili 100 80 60 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 Frequency

Frequency 91 95 43 58 40 33 26 35 34 16 30 35

From data all reasons given by students show that Kiswahili has enormous potential for socio- political and economic development in the Rwandese society. Students value Kiswahili due to its importance in the national and regional commerce and its importance in facilitating the integration of Rwanda in the EAC members. Students see Kiswahili as one of the main keys for opening many economic doors in our region: business, tourism, getting job and having higher education in different institutions. Apart from that, they perceive Kiswahili language as a means that shall help all Rwandese to achieve their goals as stated in Vision 2020 Program. With regard to question 5, sections A and B were designed to find out if students perceive any importance of Kiswahili to other Rwandese, apart from academic of motives (section A). In section B, students were to give reasons for the importance of

Kiswahili to the Rwandese grassroots. About 98 % of all students (those having or not having Kiswahili on their timetable) recognized the importance of Kiswahili to Rwandese grassroots. They gave the following reasons: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Kiswahili will allow the grassroots to ameliorate their farming methods. Kiswahili will be the pipe inside which new local technologies will flow, from Kiswahiliphone countries to Rwandese and vice versa. Kiswahili will allow Rwandese to participate actively in the EAC activities. Kiswahili will allow people to be active in commercial activities in our region. Kiswahili will promote social relationship between Rwandese and all other people within EAC. Kiswahili will facilitate the exchange of information between Rwandese and Kiswahiliphone people (information on Radios, TVs and Journals) Kiswahili will facilitate exchange of service and goods between Rwandese and Kiswahiliphone people. Kiswahili will be the lingua franca in all members of EAC. Kiswahili will increase the number of Kiswahiliphone investors coming from outside the country Rwandese society. Kiswahili will promote the security of Rwandese society.

What seems remarkable throughout the above reasons is that secondary students are aware of the importance of Kiswahili in the future of the Rwandese grassroots, on the national level and regional level. The ten reasons suggested touch almost the vital sectors of the national life of grassroots such as economics (1,4,7,9), politics and security(3,10), communication(6,8), social and cooperation(5) and local technology(2). The 7th question was directed oriented to the importance of Kiswahili language in enhancing the development of Rwanda. Responses to that question highlighted the potentiality of Kiswahili in national development at three levels. The following chart shows data collected from students and how they perceive Kiswahili importance at the National, Regional and International levels. Chart 3 : Student s views on importance of Kiswahili

Students'views on importance of Kiswahili in development

80 70 60 50 40 30 20 10 0 National Level 2.6 42.2 55.2 Regional International Level Level 0.3 32.4 67.3 25.3 33.7 41
Little Important

Important
Very Important

Little Important Important Very Important

Source: Field data More than a half of respondents (55.2%) are aware of the importance of Kiswahili at the national level. They expressed their opinion by ticking Very Important box. Others (42.2%) recognized the importance of Kiswahili by labeling it as Important . That is, about 97.6 percent of the respondents acknowledged the importance of Kiswahili in the national development. Once Kiswahili language is supported in the educational system of Rwanda, starting in secondary schools, the Rwandese grassroots will also be familiar with Kiswahili. Consequently the later will also be able to use Kiswahili in their daily activities such as commercial and farming activities. This will then facilitate their connection in the large market at the regional level. Question 8 was about the specific role of Kiswahili in the national development. The following were responses from students: Transfer knowledge from English speakers to Kinyarwanda and French speakers. To facilitate free movements for experts in different domains such as medicine, agriculture, economy etc.

People from Kenya and Tanzania are well familiar with the two languages, Kiswahili and English, and Rwandese would like to benefit from their experience in different domains. It is in this way that Kenyans and Tanzanians experts in different

domains could transfer their knowledge to Rwandese by using Kiswahili instead of English. The contribution of Kiswahili in the national economic development is not questionable. This is supported by responses from question 11 (not on the above list) in student s questionnaire about the importance of Languages (Kinyarwanda, Kiswahili, French and English) in Commercial business in Rwanda, EAC and Central Africa countries. The responses show that Kiswahili comes first in terms of connecting people in that domain. Respondents were asked to rate the importance of each language in that rubric (question 11, Rubric 15: Commercial business in Rwanda, EAC and Central Africa Countries) by ticking V.I (Very Important), I (important) and L.I (Little Important). Statistics showing students opinions in that rubric are presented in the following chart.

Chart 4 : Students opinions on languages in commercial business

Students'opinions on languages in commercial business in our region 100 50 0 Kinyarwanda Kiswahili French English

Little Important 61.7 8.3 61.3 9.8

Important 29.8 34.5 23.4 42.2

Very Important 8.5 57.2 15.3 48

Kinyarwanda Kiswahili French English

Source: Field data The brown colour that represents Kiswahili Language in the Very Important box is the highest in the above chart. Why is Kiswahili language perceived to be very important in commercial business than other languages? First, on the commercial market, small entrepreneurs that are well dispersed in rural and urban milieus try to use Kiswahili in order to communicate with their partners coming form East African countries, especially those coming from Kenya and Tanzania. Second all Rwandese small entrepreneurs in commercial activities are obliged to use Kiswahili language once they are in all our neighboring countries (Tanzania, Kenya, Burundi, D.R.C and Uganda) for searching goods. In Kenya and Tanzania Kiswahili is the lingua franca, leading in commercial business. In Burundi and Uganda Rwandese entrepreneurs are forced to use Kiswahili because they meet their partners coming from Kenya and Tanzania. Kenyan and Tanzanian entrepreneurs in commercial activities cover almost all the East Africa and Central regions. Wherever one goes in the mentioned countries you one finds them. In D.R.C Kiswahili is one of the national languages. This status allows Kiswahili to be the leading language in commercial activities. Third, among the main five Rwandese customs bordering our neighbouring countries: Rusumo (RwandaTanzania), Goma (North-West Rwanda D.R.C), Rusizi (South-West Rwanda- D.R.C), Kanyaru (Rwanda- Burundi), Gatuna (Rwanda Uganda), three of them (Rusizi, Rusumo and Goma) use Kiswahili frequently. Many a good times Customs officers use Kiswahili language in their activities such as collecting tax on goods and passport control. Other customs also use Kiswahili but to some extent. Outside the country, Kiswahili language controls almost all commercial activities of small Rwandese entrepreneurs and inside Kiswahili controls their activities about 30 % (Ntawigira 1996).

2.0 Teachers views Teachers and students are like fathers and sons. Opinions and data collected from those two groups were not very different. In most cases students opinions are influenced by their teachers opinions. There is a correlation between data collected from the two groups. In teachers questionnaire, there were three questions (question 6, question 7 and question 8 in its 15th rubrics) that were directly set for highlighting the contribution of Kiswahili language in national development. Question 6, same as question 7 in student questionnaire, concerned with the importance of Kiswahili in enhancing the development of Rwanda. All responses given by teachers (76 teachers) are summarized in the following bar chart. Chart 5 : Teachers views on the importance of Kiswahili in development
Teachers'views on the importance of Kiswahili in development 100 Little Important 50 0 Little Important Important Very Important Important Very Important National 2.6 38.2 59.2 Regional 0 10.5 89.5 International 18.4 47.2 34.2

Source: Field data The majority of teachers (89.5 %) perceive the great importance of Kiswahili in the regional level. That is, Rwandese have to make Kiswahili as one of the main ladders for climbing to the regional development. If Rwandese have joined the EAC where there are about 100.000 million of people using Kiswahili, 9 million of Rwandese have advantage of familiarizing themselves with Kiswahili language in order to integrate in that big population. The need for Kiswahili at the regional level, immediately implicates the need for Kiswahili at the national level. Some 59.2 % of teachers recognize the importance of Kiswahili at the national level. If we compare results from the two indicators (important and very important) at the national and regional levels, we notice the consideration reserved to the importance of Kiswahili at the national and regional development about Rwanda. Question 7 was concerned with the specific role of Kiswahili in the national development. All responses were based on the following crucial points: - To flourish and consolidate the permanent relationship between Rwandese and Kiswahiliphone. - To facilitate and grow commercial business between Rwandese people and EAC people, especially those from Tanzania (Dar es Salaam) and Kenya (Nairobi and

Mombasa) that are considered as the pillars of commercial business in our region. - To facilitate and transfer easily the existing technology from Kiswahiliphone farmers to Rwandese farmers. - To transfer different knowledge from Kiswahiliphone experts to Rwandese. Question 8, in its 15th rubrics, was to bring to highlight the importance of each language (Kinyarwanda, Kiswahili, French and English) in commercial business in Rwanda, EAC and Central Africa Countries. The following chart presents teachers opinions.

Chart 6: Teachers opinions on languages in commercial business

Teachers'opinions on languages in commercial business in our region 100 50 0 Kinyarwanda Kiswahili French English

Little Important 76.3 1.3 72.4 4

Important 21 25 17.1 35.5

Very Important 2.7 73.7 10.5 60.5

Kinyarwanda Kiswahili French English

Source: Field data Kiswahili, as the first African language used by many people in our region, is supported by 73.7 percent of teachers as very important in commercial business, and 25 % to be important in that domain. The similarity of Kiswahili with other African languages found in our region such as Kirundi, Kinyarwanda, Kiganda and others can also be one of the factors that make Kiswahili popular in business in our region. We can estimate that about 90 % of people who deal with commercial business are not familiar with English and French. So Kiswahili is the best language that can facilitate their business with different people from different corners of our region. 3.0 Parents views The Kiswahili potentialities to contribute to national development of Rwanda were also shown by parents. Throughout their responses on the Question 1, sections B (Except, Kinyarwanda , French and English, is there any other language used in Rwanda you see important for your child and wish him/her to learn it ? If there is, which one?) and C (What are the benefits for your child to know that language?), parents revealed that Kiswahili is missing in secondary schools time table, although it can be important for the future of their children. On section B of question 1, all parents (68), (100 %) mentioned Kiswahili as an important language used in Rwanda but which is extremely rare in secondary schools timetable. In the section C of question 1, parents were asked to mention the benefits of Kiswahili to their children. The following are some points given by parents: - Kiswahili will enable our children to communicate easily with all people of EAC who are not fluent in English, French and Kinyarwanda. - Kiswahili will enable our children to get jobs in Kisawahiliphone countries.

Kiswahili will enable our children to continue their higher education in Kiswahiliphone countries such as Kenya and Tanzania. - Kiswahili also will also facilitate them to get friends from Kiswahiliphone countries. - Kiswahili will enable them to get jobs in international institutions such as BBC, VOA, UN, OAU etc. Parents perceive Kiswahili as the bridge between Rwandese and EAC people familiar with English, French and Kinyarwanda. They are aware of the contribution of Kiswahili in facilitating their children to get jobs in neighbouring and overseas countries. Parents recognize also that Kiswahili can facilitate their children to have access to high institutions in our region. All these domains contribute to the national development. Question 7 (the same as question 7 in student questionnaire) in the parent questionnaire concerns with the direct importance of Kiswahili in enhancing development. Their views are presented in the following chart.

Chart 7 : Parents views on the importance of Kiswahili in development

Parents'views on the importance of Kiswahili in development 100 Little Important 50 Important Very Important 0 National Level 0 44.1 55.9 Regional International Level Level 0 16.2 83.8 0 48.5 51.5

Little Important Important Very Important

Source: Field data The majority of parents (83.8 %) are aware of the important utility of Kiswahili in our region. They are also conscious about the importance of Kiswahili at the national level. According to them, the use of Kiswahili in different countries, in different domains such as economics, education, communication (Journals, Radios, TV s) etc will positively affect the use of Kiswahili at the national level. Respondents recognise that Kiswahili can be important in the Rwandese development at the three levels. All groups (Students, Teachers and Parents) accept that Kiswahili is very important at regional level and, consequently, Rwanda will need it in order to benefit from regional economy and to allow also Kiswahiliphone to benefit from Rwandese economy. What is remarkable is that Rwandese are aware of the importance of Kiswahili in developing the country at the regional level. The majority of respondents perceive Kiswahili as the main key that can open all economic doors of East and Central Africa countries. Question 8 (Do you see any specific role can Kiswahili play in stabilizing the integration of Rwandese in the EAC?) in parents questionnaire focused on the specific role that Kiswahili can play in the national development. Only one role has been suggested by parents: To allow Rwandese associations of farmers to import new techniques from kiswahiliphone farmers . This shows that parents(the majority are farmers) appreciate some of techniques used in farming in neighbouring countries that use Kiswahili as lingua franca. They consider Kiswahili as a language that can facilitate the transfer of knowledge and techniques from their peers in kiswahiliphone countries. 4.0 Interviewees views

Almost all the interviewees came from public and private sectors that depend on the government s support. They include curricula developers, NGOs agents, policy makers from Ministry of Education, stakeholders from different public institutions and religious authorities that are highly connected with educational issues. All of them support the existing language policy in education that favours English language at the expense of other languages. The ability to use/speak English carries more weight in social and institutional discourse, within national policy, than is the case with other languages. This is due to the current notion of global/world/international language . English in Rwanda has obtained potent hegemonic value within the educational system. All the interviewees assume that we all know what English is in the world! Many policy makers take it as an indisputabl cure of all educational and economic problems in our country. The power and prestige reserved to that language in educational system and other public and private institutions make it superior to other languages. This is because, now we do not question its intrinsic value as we follow the existing common sense, self- evident and taken-for granted truths. In guiding questions for interview, there were 3 questions (7. Which role Kiswahili will play in Rwanda, in the forthcoming day of the integration of Rwanda in EAC? 8. Do you see any benefits of knowing Kiswahili for new generations of our country? 9. What special benefits can Rwandeses gain from Kiswahili language but which are not provided by French and English? ) focused on the role/importance of Kiswahili in development. Concerning question 7 in the interview guide, the interviewees were asked to mention the role Kiswahili would play in Rwanda, in the forthcoming days of the integration of Rwanda in EAC. The interviewees were very optmistic about the role of Kiswahili in the forthcoming days of Rwanda s integration in the EAC. The following suggestions were extrapolated from views of the interviewees . Kiswahili will be the brigde between Rwanda and EAC countries especially Tanzania and Kenya. Kiswahili will strengthen commercial relations between Rwandese and EAC people. Kiswahili will make Rwandese aware of all events happening in our region through information from different media and people. Kiswahili will help Rwanda to achieve the 2020 vision :good life, security , peace and development. Question 8 was about benefits of knowing Kiswahili for new generations of our country. Here are responses from the interviewees: To understand and benefit visions of their peers in neighboring countries. To extend their job market. To be able to continue their tertiary education in Kiswahiliphone countries. To challenge and enrich Rwandese culture. To be able to understand, challenge and appreciate the culture of direct neighbours speaking Kiswahili. To remove linguistic barriers that may cause misunderstanding between people speaking different languages.

Throughout the above responses, it is seen that Kiswahili is perceived as a means of togetherness in our region. A language that can connect all kinds of people: elites and non-elites in our region. For the case of Rwanda, it will be the language that can provide to all Kinyarwanda monolinguals the capacity and possibilities to understand and communicate with foreigners coming from neigbouring countries. This is because many evidences have shown that Kiswahili is very close to Kinyarwanda than it is toEnglish and French. The question 9 focused on the special benefits Rwandese can gain from Kiswahili language but which are not provided for by French and English. Responses on this question were not varied. The special benefit mentioned is to connect the group of nonelite people (the majority of Rwandese) to the wide group of our region (the majority of people that staying in EAC countries) who use Kiswahili. It will be the second language for Rwandese: grassroots and elites. The facilities of knowing Kiswahili for grassroots are not expensive and rare like it is for English and French. The resemblance between Kiswahili and Kinyarwanda, the flourishing cooperation and contacts between Kiswahiliphone people and Rwandese, and the power of Kiswahili in commercial business in our region are the main factors that create its great potentiality of being known by the grassroots. Globalization and English imperialism have acted as catalyst for developing a new sense of undervaluation of other languages. Many stakeholders, Policy makers and elites concerned with language policy see the spread of English as the only single opportunity for the nation to show itself to the world. This has led to appropriating the European culture, especially English to disseminate Rwandese ways of thinking and understanding rather than seeing it as one of the tools by which a nation can may achieve varied goals in different areas such education, economy, etc. By influencing language choice in different domains in favour of English, other languages are marginalized, especially Kiswahili. 5.0 Focus groups views This category of respondents was made of people from different sectors: local government, farmers, representatives of Ministry of Education, representatives of Ministry of good governance and private sectors. One of the topics discussed in these focus groups was the importance and contribution of languages in national development. I organized 5 focus group discussions; one in each of the 5 provinces Rwanda is made of. The following were opinions/views from these discussions: The government should put more efforts in developing Science and Technology than it does for languages. Some stakeholders and policy makers, in the implementation of those policies, have greatly exaggerated in reducing the place and value reserved to languages in educational system. Time allocated to language lessons, the proportion of language options in secondary schools, and the available teaching material in secondary schools show how the government s efforts are basically focused on science and technology not languages. After satisfying pedagogical requirements for science and technology, the government will proceed to languages requirements.

Rwandese need English language. This language can serve as the pipe inside which science and technology flow from USA and Europe. This language can have priority like science and technology, but all other languages are not urgent. In our region, especially in the EAC area, Rwanda needs to communicate with all people from EAC countries. But, English, in those countries is only used by elites! It cannot allow their grassroots to communicate with Rwandese grassroots, while we know that those grassroots constitute the cornerstone of the basic force of economy. This is the real starting point and good orientation of development in each field in our region (EAC and Great lakes). Kiswahili occupies an important position in commercial business between Rwandese and the neigbouring countries. We recognize that all our imports and exports to and from other continents pass through Kiswahihiliphone ports: Dar es Salaam and Mombasa. Apart from that, all main towns: Dar es Salaam, Mombasa and Nairobi, from which Rwandese retailers and wholesalers imports their goods are Kiswahiliphone towns. The discussants claimed that if they were government, they would develop Kiswahili in all Rwandese sectors. They, however, added that English and Kiswahili are both needed in our society. Once well developed and supported, Kiswahili can play a more important role than any other foreign language can do among in the Rwandese society. It is the only foreign language whose substantial number of basic vocabulary can be understood by Rwandese without referring to any dictionary or any other means of explanation. Kiswahili is the first foreign language understood by many people (literate and illiterate) than other foreign languages (Ntawigira 2005). Kiswahili is the first language used by more people than any other language in our region [EAC and Great Lakes] (Mlokozi, 2006). Hence, the specific role of Kiswahili is to connect Rwandese to many people in our region and facilitate Rwandese to participate actively in all EAC projects. Kiswahili is used by almost all bordering countries of Rwanda. In most cases Rwandese living in border areas use its to cross the border for their small business. Kiswahili helps those people to improve their economic situation. Some of them use bad Kiswahili (a mixture of Kinyarwanda and Kiswahili) and this can sometimes hamper their communication in their business. Those people wish to know good Kiswahili in order to communicate effectively. The discussants wished if it was possible to teach Kiswahili to adults that are engaged in those business and all others who are interested in Kiswahili. This would help those people to follow what is happening in EAC by listening and leading different media.

It seems true that English is a powerful and fruitful language for Rwandese, especially students in secondary schools. But policy makers and planners in Rwanda need to recognize that Kiswahili is also an international language that can be used in improving social life. The real development of Rwanda should consider the communication of its people and neighboring countries and Kiswahili should be the real solution to establish

that communication. Hence, Kiswahili will facilitate a full participation of Rwandese in all commercial business in our region and all EAC projects. 6.0 Conclusion Strengthening Kiswahili language in the educational system of Rwanda will create the ability to communicate in Kiswahili and provide access to the world s marketplaces, especially in our region of Great Lakes and the East Africa. Studying Kiswahili language in secondary schools will complete and improve student s education while also providing the foundation for further personal enrichment, scholastic achievement, and economic opportunities. The need for Rwandese students to learn Kiswahili language is more evident today than in the past. The need for strengthening Kiswahili language in secondary schools is clearly evident in the context of academic achievement, educational reform, and leadership in the regional economy. Once secondary schools are able to communicate in Kiswahili, this will enable them to grow academically and personally. Competence in communicating in Kiswahili in addition to English and French will enlarge their chance to qualify for different job opportunities in our region and all over the world.Through Kiswahili language Rwandese students will not only be mastering Kiswahili as a subject but also creating a new source of academic and personal enrichment. They will find an opening to another community different from theirs. Kiswahili will open new doors and expand Rwandese student s opportunities to see, learn and benefit from new good things from different academic domains in the East Africa countries. Rather than seeing Kiswahili language as simply a non-prestigious language, stakeholders should consider Kiswahili as a vital partner in development and flourishing good cooperation with East Africa countries.