CHAPTER IV CONTINUATION

Table12. Variables for respondent’s self-evaluation on English use

English		Number of respondents		Percentage
a.	Speak	Perfectly	0	0
		Well	17	5.4
		Somewhat	150	48
		A little	130	41.6
		Not at all	15	4.8
		Total	312	99.8
b.	Understand	Perfectly	0	0
		Well	17	5.4
		Somewhat	150	48
		A little	130	41.6
		Not at all	15	4.8
		Total	312	99.8
c.	Read	Perfectly	0	0
		Well	17	5.4
		Somewhat	150	48
		A little	130	41.6
		Not at all	15	4.8
		Total	312	99.8
d.	Write	Perfectly	0	0
		Well	17	5.4
		Somewhat	150	48
		A little	130	41.6
		Not at all	15	4.8
		Total	312	99.8

The respondent’s variables on self-evaluation on English have indicated that English is somewhat spoken, understood, read and written.

Table13: Variables for respondents’ self-evaluation on mother tongue use

English		Number of respondents		percentage
a.	Speak	Perfectly	123	39.4
		Well	142	45.5
		Somewhat	47	15
		A little	0	0
		Not at all	0	0
		Total	312	99.8
b.	Understand	Perfectly	123	39.4
		Well	142	45.5
		Somewhat	47	15
		A little	0	0
		Not at all	0	0
		Total	312	99.8
c.	Read	Perfectly	0	0
		Well	17	5.4
		Somewhat	150	48
		A little	130	41.6
		Not at all	15	4.8
		Total	312	99.8
d.	Write	Perfectly	0	0
		Well	47	15
		Somewhat	142	45.5
		A little	123	39.4
		Not at all	0	0
		Total	312	99.9

The self-evaluation on mother tongue use showed that the majority of the respondents were able to speak, understand, read and write their mother tongue well.

Table14. The importance or attitude towards English

English			Number of respondents	Percentage
a.	Meet people	Important	105	33.6
		A little important	127	40.7
		A little unimportant	80	25.6
		Unimportant	0	0
		Total	312	99.9
b.	Communicate with the extended family	Important	30	9.6
		A little important	77	24.6
		A little unimportant	82	26.2
		Unimportant	123	39.4
		Total	312	99.8
c.	Be accepted in a community	Important	137	43.9
		A little important	130	41.6
		A little unimportant	30	9.6
		Unimportant	15	4.8
		Total	312	99.9
d.	Talk to friends at school	Important	93	29.8
		A little important	100	32
		A little unimportant	105	33.6
		Unimportant	14	4.4
		Total	312	99.8
e.	Talk to friends outside the school	Important	20	6.4
		A little important	9	2.8
		A little unimportant	103	33
		Unimportant	180	57.6
		Total	312	99.8
f.	Get a job	Important	185	59.2
		A little important	100	32
		A little unimportant	15	4.8
		Unimportant	12	3.8
		Total	312	99.8
g.	Live in Kivu	Important	45	14.4
		A little important	174	55.7
		A little unimportant	33	10.5
		Unimportant	60	19.2
		Total	312	99.8
h.	Live in DRC	Important	80	25.6
		A little important	60	19.2
		A little unimportant	5	1.6
		Unimportant	167	53.5
		Total	312	99.9
i.	French, English and my mother tongues	Important	108	34.6
		A little important	95	30.4
		A little unimportant	75	24
		Unimportant	34	10.8
		Total	312	99.8
j.	Studying a foreign language is an enjoyable experience	Important	100	32
		A little important	150	48
		A little unimportant	60	19.2
		Unimportant	2	0.6
		Total	312	99.8
k.	Is necessary for me to speak these three languages in Fizi	Important	167	53.5
		A little important	105	33.6
		A little unimportant	31	9.9
		Unimportant	9	2.8
		Total		99.8

The importance or attitude towards English was not positive if the variables were ranked. The knowledge of English is thought to be important by the majority of the respondents for a job access and important as one of the languages necessary to be spoken in Fizi territory.

Table15. The importance or attitude towards mother tongue

Mother tongue		Number of respondents		Percentage
a.	Meet people	Important	163	52.2
		A little important	149	47.7
		A little unimportant	0	0
		Unimportant	0	0
		Total	312	99.9
b.	Communicate with the extended family	Important	250	80.1
		A little important	62	19.8
		A little unimportant	0	0
		Unimportant	0	0
		Total	312	99.9
c.	Be accepted in a community	Important	250	80.1
		A little important	62	19.8
		A little unimportant	0	0
		Unimportant	0	0
		Total	312	99.9
d.	Talk to friends at school	Important	100	32
		A little important	69	22.1
		A little unimportant	143	45.8
		Unimportant	0	0
		Total	312	99.9
e.	Talk to friends outside the school	Important	187	59.9
		A little important	105	33.6
		A little unimportant	20	6.4
		Unimportant	0	0
		Total	312	99.9
f.	Get a job	Important	0	0
		A little important	171	54.8
		A little unimportant	94	30.1
		Unimportant	47	15
		Total	312	99.9
g.	Live in kivu	Important	165	52.8
		A little important	98	31.4
		A little unimportant	49	15.7
		Unimportant	0	0
		Total	312	99.9
h.	Live in DRC	Important	105	33.6
		A little important	164	52.5
		A little unimportant	43	13.7
		Unimportant	0	0
		Total	312	99.8

The findings from the table above indicated that the mother tongue was found important to meet people, talk to friends outside the school, a little important to get a job, important to live in kivu and a little important to live in DRC while an over whelming majority of the respondents, (80,1%) viewed it as important to communicate with the extended family and to be accepted in a community.

Table16: Attitude towards multilingualism in general

Multilingualism		Attitudes	Number of respondents	percentage
a.	I am proud of being trilingual	Completely agree	198	63.4
		Agree	114	36.5
		Disagree	0	0
		Complete disagree	0	0
		Total	312	99.9
b.	The fact of learning three languages encourages creativity	Completely agree	193	61.8
		Agree	119	38.1
		Disagree	0	0
		Completely disagree	0	0
		Total	312	99.9
c.	People who speak three languages can have more friends than those who speak one	Completely agree	204	65.3
		Agree	108	34.6
		disagree	0	0
		Completely disagree	0	0
		Total	312	99.9

The results on attitude towards multilingualism in general showed that the majority of the respondents were proud of being trilingual and of the opinion that the fact of learning three languages encourages creativity and that people who speak three languages can have more friends than those who speak one by completely agreeing. The attitude was quite positive.

Table17: Respondents’ English learning experience

English learning experience			Number of respondents	Percentage
a.	What is your English learning experience?	The teachers were incompetent	312	100
b.	Where did you learn much of the English you know?	At primary school	0	0
		At secondary school	280	89.7
		At an English training centre	32	10.2
		Total	312	99.9
c.	What is your feeling about your English learning experience?	I did not want to learn it	265	84.9
		I wanted to learn it	47	15
		Total	312	99.9
d.	What caused such a feeling? Is there an explanation for it?	I didn’t know its importance	158	50.6
		The teacher didn’t know English	80	25.6
		We had no English teacher	74	23.7
		Total	312	99.9
e.	How was your first feeling in the English class when you started English?	I was interested in learning it	55	17.6
		I was not interested in learning	257	82.3
		Total	312	99.9
d.	How do you appreciate English in relation to other language you know?	easy	49	15.7
		difficult	201	64.4
		Neither	62	19.8
		Total	312	99.9
g.	In your opinion, what makes English difficult?	Not starting learning it from primary school	123	39.4
		being taught by unqualified teachers	180	57.6
		I do not know	09	2.8
		Total	312	99.8

The result on the respondents’ English learning experience indicated that all of the respondents argued that they were taught by unqualified teachers who were struggling in class like their learners and that much of the English known was from secondary schools. The feeling about one’s English learning experience revealed that an overwhelming majority did not want to learn it. The cause of such a feeling was found to mainly the fact of not knowing the importance of English. When English was started being learnt, another overwhelming majority, were not interested in learning it. In addition, when English is related to other known languages, the appreciation is that English is considered by the majority as a difficult language and what makes it difficult is the fact of being taught by unqualified teachers.

B. Teachers’ Data

Table 18: Sample characteristics for English teachers’ qualification

	Number of respondents	Percentage
Diploma holders in general pedagogy	5	19.2
Diploma holders in biochemistry	3	11.5
Diploma holders in literary options	0	0
Diploma holders in math-physics	2	7.6
Diploma holders in commercial and administrative	1	3.8
Diploma holders in agriculture	4	15.3
Diploma holders in veterinary studies option	1	3.8
Undergraduate in English	3	11.5
Graduate in English	0	0
Undergraduate and graduate in other fields	0	0
Total	26	99.6

The findings about English teachers’ qualification surprisingly revealed that all of the English teachers are male. In terms of their qualification none of them is qualified. There was neither undergraduate nor graduate in English actively teaching in Fizi territory and among those diploma holders who are teaching English none was a diploma holder in literary options. In all other words, all of them do not fit to teach English since they are all unqualified.

SCHOOLS (English teachers’ qualification data)

19.a. Who are your English teachers? What are their qualifications?

N°	English teacher’s qualification	Sex	qualification/Degree
1	MINGI CHAMBALANGA	M	State diploma in general pedagogy
2	SWEDI NGYAU	M	State diploma in general pedagogy
3	MTEULWA MARCELIN	M	State diploma in biochemistry
4	BAHINDULWA ABEKYA	M	State diploma in social
5	MATESO BAHOME	M	State diploma in general pedagogy
6	NDULU KAKOZI	M	State diploma in general pedagogy
7	BUKURU RUBURAGA	M	State diploma in veterinary
8	TUNDULA ABONGELA	M	State diploma in biochemistry
9	MMBONGYA SALUMU	M	State diploma in veterinary
10	WACIBA JACQUES	M	State diploma in biochemistry
11	SELEMANI ADULA	M	State diploma in general pedagogy
12	WISONGATA THEOPHILE	M	State diploma in math-physics
13	MTENDJWA SELEMANI	M	State diploma in agriculture
14	BIKYEOMBE EHUSA	M	State diploma in commercial and administrative
15	FIKIRI MASARO	M	State diploma in commercial and administrative
16	KALAMU MITAMBO	M	Undergraduate in nursing sciences
17	MSOSHI MILEBWA	M	Undergraduate in nursing sciences
18	MMASA ETEMBWA	M	State diploma in commercial and administrative
19	NONDO ALANGA	M	State diploma in commercial and administrative
20	ABONGELA ASENGO	M	Engineer in industrial chemistry
21	MLULEI ABWE	M	State diploma in commercial and administrative
22	ISSA MTETE	M	Undergraduate in managment
23	NONDO BWAMI	M	Under graduate in human resource
24	BENJAMIN ALIMASI	M	State diploma in math-physics
25	BALEBIMO NGABWE	M	Undergraduate in mathematics
26	ALELWA HERI	M	Undergraduate in rural development

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CHAPTER IV CONTINUATION

B. Teachers’ Data

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