Author: Bazimaziki Gabriel

Abstract: In Rwanda, Literature in English is taught in higher education to enable University leavers not only be equipped with ethical values, critical thinking and analytical skills but also communication skills in English; a global language which has become a multipurpose communication tool especially in this century geared by information Technology in many if not all life domains. From Pre-primary to tertiary levels of education, English has been emphasised in Rwanda to enable its citizens be acquainted with it and be proficient in it so that they can communicate without many difficulties and integrate with the globalisation. While efforts have been made at all education levels, the English language proficiency issue is still rampant. At tertiary level, crosscutting courses such as EAP (English for Academic Purposes) and ESP (English for Specific Purposes) have been emphasised but they are not enough for students to be well equipped with enough communication skills in English. Subjects such as literature in English should complement the two subjects for learners to improve and enhance that language. This study aims to exploring the role that literary genres hold in that process. The researcher builds on the belief that literary genres can be used to enhance language communication skills, critical thinking and creativity in language learning as they expose learners to contexts that can enable them to use language in describing various things and situations, hence developing their communication competences. The study bears qualitative analysis and involved year two students enrolled in English and Literature Education discipline with particular interest in how their language has improved each through literary genres. It was found that most of the students underwent increase of language proficiency at various level each in the four language skills namely listening, speaking, writing and reading.

Keywords: English language, literary genres, literature in English, proficiency, fluency, language in higher education.

DOI: 10.22161/ijels.4.2.5