English in education policy shift in Senegal: From traditional pedagogies to communicative language teaching

Despite its allegiance to French, language-in-education planning in Senegal has given top priority to English in its education system. In the 1980s, policy-makers shifted English language teaching pedagogy from the Centre de Linguistique Appliquée de Dakar (CLAD) [Centre for Applied Linguistics of D...

Full description

Saved in:
Bibliographic Details
Published in:International Journal of Pedagogies & Learning 2014-12, Vol.9 (2), p.142-151
Main Author: Diallo, Ibrahima
Format: Article
Language:English
Subjects:
Applied linguistics
audio-lingual
Barriers
challenges
CLAD methods
Colleges & universities
Communicative Competence (Languages)
communicative language teaching
Communicative language teaching (CLT)
Cultural Awareness
Cultural context
Cultural Influences
Culture
cultures
Curriculum materials
Education policy
Educational Change
Educational Policy
English
English (Second language)
English language
First language
Foreign Countries
Foreign language learning
French
grammar translation
Grammar translation method
guidance law
Higher education
Instructional Materials
Language instruction
Language of Instruction
Language policy
Language proficiency
Language skills
Language Teachers
Linguistics
materials
Pattern Drills (Language)
Pedagogy
Policy analysis
Policy formation
Postcompulsory education
Primary secondary education
Professional Education
Second Language Instruction
Second Language Learning
Second language teaching
Secondary schools
Senegal
Sociocultural Patterns
Students
Studies
syllabus
Teacher Shortage
Teaching language
Teaching Methods
Textbooks
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Despite its allegiance to French, language-in-education planning in Senegal has given top priority to English in its education system. In the 1980s, policy-makers shifted English language teaching pedagogy from the Centre de Linguistique Appliquée de Dakar (CLAD) [Centre for Applied Linguistics of Dakar] teaching methods to Communicative Language Teaching (CLT). However, this shift in pedagogy has not always worked successfully in Senegalese classrooms. Like all imported methods and policies, CLT is faced with contextual challenges, namely unequal access to and unavailability of authentic communicative teaching materials across all schools, shortage of English language teachers well-trained in communicative methods and cultural resistance due to localised socio-cultural sensitivities.
ISSN:2204-0552
1833-4105
1833-4105
DOI:10.1080/18334105.2014.11082027