Every year, thousands of African students cross borders in search of quality education, new opportunities, and broader horizons. Yet for many, the biggest challenge isn’t adapting to a new culture; it’s understanding the language of instruction.
This is the reality of Madou Laure, a 27-year-old Gabonese student pursuing a degree in Business Administration at East Africa University in Kigali. Having grown up in Libreville, where French is the dominant language, Madou found herself struggling to adjust to a university system where English and sometimes Kinyarwanda are used interchangeably.
“I realized that I had to give myself time and be disciplined. The language barrier has taught me patience and perseverance,” she says.
A widespread struggle among Francophone students
According to data from the Rwanda Higher Education Council (HEC), nearly 18% of international students in Rwandan universities come from French-speaking countries such as Gabon, the Democratic Republic of Congo, and Burundi. However, more than 60% of these students report facing significant difficulties with English comprehension during their first academic year.
At East Africa University, an internal survey in 2024 found that 7 out of 10 francophone students struggled to follow lectures conducted primarily in English. Many, like Madou, described the transition as “emotionally draining” and “academically discouraging.”
From confusion to confidence
When Madou first arrived in Kigali, even simple tasks such as completing registration forms or understanding course requirements felt overwhelming. She often sat through classes without grasping key concepts, and her first semester results reflected those struggles.
“Sometimes, I couldn’t even tell what the lecturer was asking us to do,” she recalls. “It made me feel small, like I didn’t belong.”
Speaking English was easier for her than writing, but expressing complex academic ideas remained a major challenge. The constant switch between English and Kinyarwanda in lectures added another layer of difficulty.
Yet Madou refused to give up. She developed her own learning strategies: watching English movies and sermons, listening to podcasts, and using language apps. She also formed a study group with bilingual classmates who helped her practice conversational English after class.
While the university offers English support classes, the fees were too high for her limited student budget, so she relied mainly on self-study and peer assistance.
Breaking the Barrier
Over time, her efforts paid off. By her second year, Madou’s average grades had improved by nearly 25%, and she began participating more actively in group discussions and class presentations.
“At first, I was afraid to speak because I didn’t want to make mistakes,” she says. “Now, I know that speaking and practicing are the only ways to learn.”
Her professors also noticed the progress. One lecturer described her as “a determined student whose growth is a model for others.”
Madou believes universities could do more to help students like her. She suggests introducing mandatory English preparatory courses for francophone students before they begin their main academic programs, and creating free or subsidized language tutoring to ensure equal opportunities for success.
“It’s not enough to admit international students; universities must also help them adapt,” she says.
Today, Madou continues to strengthen her English skills, following a personal goal of learning one new word each day, a small but powerful symbol of her perseverance.
Her journey illustrates a broader truth about international education in Africa: that success is not just about crossing borders, but also about crossing linguistic divides with courage, discipline, and determination.
