Culturally Explicit Pedagogy and the Development of English Language Speaking Proficiency Amongst the French Speaking Student-Teachers in Bilingual Teacher Training Colleges in Cameroon
Keywords:
Multicultural pedagogy, culturally diverse materials, culturally responsive assessment, English language, speaking proficiencyAbstract
English language classrooms in Teacher Training Colleges in Cameroon are increasingly multi sociocultural. There is a growing need of incorporating multicultural pedagogy into the learning process to impact the development of English language speaking proficiency of student-teachers. This study therefore, sets out to investigate the extent to which multicultural pedagogy could impact the development of English language speaking proficiency amongst the French speaking student-teachers in some Bilingual Teacher Training Colleges in Cameroon. This research work is anchored on the theories of; Second Language Acquisition, Social Constructivism and the theory of critical pedagogy. Survey research design was used to collect data from a sample population of 260 drawn from a target population of 725. Two working hypotheses were emitted and data collected from the respondents using a carefully design questionnaire. Descriptive and inferential statistics were used to analyse the data. The findings related to all the two research hypotheses indicated that: culturally diverse materials can significantly inspire student-teachers from diverse sociocultural backgrounds to actively participate in English language lessons in developing their English language speaking proficiency. Findings also showed that culturally responsive assessment can significantly provide a safe laboratory for students to sharpen their speaking skills. The study recommends that: culturally responsive assessment techniques should be used to enable student teachers articulate proficiently using appropriate grammatical structures and real life situations. Culturally diverse instructional materials should be used in English language lessons to enable learners improve on their pronunciation, fluency and to stimulate learners’ interest in speaking activities in general.
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