L’Approche communicative et enseignement/apprentissage du
FLE dans le contexte plurilingue ghanéen. Regard sur trois manuels
d’enseignement : Arc-en-ciel,
Latitudes et Panorama
Nutakor Mawushi
Université du Ghana, Legon, Ghana
Agbéflé Koffi Ganyo
Université du Ghana, Legon, Ghana
Abstract
The
importance that Ghanaians, leaders and people alike attribute to the learning
of French is surprisingly high when one considers the apparent difficulty most
people express vis-à-vis their experience of learning French as a Foreign
language in school coupled with the poor results that pupils produce at all
levels in the educational system.
This
paper takes an analytical look at three popular teaching manuals of French as a
Foreign Language in Ghana – Arc-en-Ciel, Latitudes and Panorama following the
observation that these manuals are used in a multilingual environment whose
impact on the teaching and learning of French is often neglected. Besides, most
of the teaching methodologies applied in these manuals are frequently judged
inappropriate for a better French teaching experience and it is therefore often
the case that changes are instituted: direct method, active method,
communicative method, etc. Despite this however the problems persist.
In
this paper we therefore seek to go beyond the methodological issue in the FFL
classes which as noted are beset with a worsening situation of failure, to
examine the relationship between the content of the FFL manuals and the
multilingual context in which they are used. Our study suggests that the
typical manuals found in the Ghanaian school system are not at all adapted to
the socio-cultural realities of the country, and worse, neither are they suited
to the multilingual nature of Ghana. At best, these manuals are only suited for
use in places where FFL is taught in a context with a Franco-European culture.
Keywords:
teaching manuals, multilingual environment, teaching methodologies, communicative
approach, FFL
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