The official EFL textbook in cameroonian technical schools and the needs of dressmaking students: an evaluation of interactions in English lère
DOI:
https://doi.org/10.14295/bjs.v2i9.382Keywords:
official textbook, EFL, technical secondary schools, needs, interest, evaluationAbstract
The present paper examines the contents of the Premiere textbook of EFL in order to find out if it fits the needs and interests of the students of the technical fields such as bespoke tailoring and dressmaking. Over the years, the indifference of technical students towards English has been a topical issue and still raises debates nowadays. The aim of this paper is to show that the existence of a single book for all Premiere classes can account for the lack of interest in English generally observed in technical schools. Emphasis is laid on the analysis of themes, the reading passages and the selection of pictures in Interactions in English Ière. In other words, this research attempts to show that the official textbook of English for francophone technical education is not tailored to the needs and interests of the learners. The research methodology consisted in reading and analysing the selected corpus in a bid to find out if its content pleases the intended audience made up of dressmaking students. The EFL students and teachers were also interviewed in order to probe their attitudes towards the selected English book. The paper ends with suggestions on how to improve on the English book for that specific set of students. The aim is to raise more awareness in the educational circle, create more motivation in the target learners and ameliorate their performances in English.
References
Forbin, D., & Belibi, J. (2019). Interactions in English 1ère. London: Cambridge.
Harmer, J. (2001). The practice of English language teaching. 3rd edition, rev. and updated, London: Longman.
Hagbe, E. D (2006). Variety in the use of pedagogic strategies in English language classes, DIPES II Dissertation, ENS Yde.
Kenmegne, T. E. (2021). English in Cameroon today: a Framework for Teaching EFL to Adult Beginners, PhD thesis, Yde I University.
Ngoulga, N. C. (2006). English language teaching in francophone science classes: the causes of students’ poor performances, DIPES II Dissertation, ENS Yde.
Robertson, C., & Acklam, R. (2000). Action plan for teachers: a guide to teaching English. London: BBC World Service, 38 pp. https://www.teachingenglish.org.uk/sites/teacheng/files/pub_Action_Plan.pdf
The Official Syllabus of English for Secondary Technical Education, MINESEC (2019). https://www.minesec.gov.cm/web/index.php/en/systeme-educatif-en/progammes-d-etudes-en
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Hagbe Edwige Damaris
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
