A Dissertation submitted in partial fulfilment of the requirements for the award of the degree " Licence en Pédagogie Appliquée, Agrégé de l'enseignement secondaire en Anglais.

Résumé,

This study entitled : assessment of the concurrent teaching of four languages in basic schools focussed on how the teaching/learning of four languages affects grade six basic learner's linguistic performance. It was structured four hypotheses : 1) The teaching of four languages in basic schools does not suit Burundian pupils. 2) basic school teachers have a relatively low ability to teach all the four languages. 3) the effectiveness of the four languages teaching and learning is not taken into account and 4) the concurrent teaching of the four languages negatively affect learners, ability to communicate in each of the four languages. The study was conducted in grade six of somme selected basic schools of Matana Commune. Data was collected from the population sample of sixteen teachers, eight headmasters, one hundred sixty pupils and thirteen parents, using written questionnaires (for the mentioned respondents) and classroom observation. After data analysis and interpretation, major findings highlighted that teachers are not qualified to teach all the four languages, both teachers and learners are overwhelmed by the number of languages they deal with at once, teaching materials are not sufficient nor available at some schools and that learners do not acquire much knowledge in the four languages and end up confusing them.