De l'anecdote au jeu didactique en classe de Langues et Cultures Nationales au Cameroun : enjeux, obstacles et perspectives

The current reforms in primary and secondary schools in Cameroon have the merit of integrating officially National Languages and Cultures (NLC) in study Programs. So, when teaching NLC, the teacher uses frequently anecdote as "trigger document", an oral support that smooths the beginning o...

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Bibliographic Details
Published in:Synergies Afrique des Grands Lacs 2020-01 (9), p.103-117
Main Author: Samari, Gilbert Daouaga
Format: Article
Language:fre
Subjects:
Classroom communication
Cultural instruction
Language arts
Language policy
National languages
Secondary education
Secondary schools
Teaching
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Summary:The current reforms in primary and secondary schools in Cameroon have the merit of integrating officially National Languages and Cultures (NLC) in study Programs. So, when teaching NLC, the teacher uses frequently anecdote as "trigger document", an oral support that smooths the beginning of his lesson. The aim of this paper is to analyze the issues of using of this document, and how the strategies used by the teacher and his pupils drive to the didactic game. This paper studies also some obstacles encountered when teaching and learning. The analyzed data come from an ethnographic survey conducted in NLC classes in Secondary High School of Ngaoundere.
ISSN:2258-4307
2260-4278