Some Difficulties in Teaching - Learning to Read and Write in Kiswahili using the ACCELERE! Approach in Lubumbashi in the Democratic Republic of Congo

The teaching of reading - writing in the first two grades of primary school in the Democratic Republic of Congo is supposed to be done in the local language. In schools in the city of Lubumbashi, this is done in Kiswahili. Since the advent of the ACCELERE! approach, teachers have benefited from training for its use in order to improve the performance of learners in the two essential instruments (reading and writing) both in school and social life. Remarkable innovations have been introduced by this approach in the process - teaching - learning of reading - writing certainly, at the same time its implementation presents the difficulties that teachers and learners face. This study highlights the difficulties encountered by teachers and students in public primary schools in the sub - division of EPST - Lubumbashi II in using the ACCELERE!