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.
References
Abbaspour, F. (2016). Speaking competence and its components: A review of literature. International Journal of Research in Linguistics, Language Teaching and Testing, 1(4), 144–152.
Abdullah, N. A., & Mirza, M. S. (2020). Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice. The International Review of Research in Open and Distributed Learning, 21(2), 81–97. https://doi.org/10.19173/irrodl.v21i2.4606
Abukhattala, I. (2013). Krashen’s Five Proposals on Language Learning: Are They Valid in Libyan EFL Classes. English Language Teaching, 6(1), 128–131. https://eric.ed.gov/?id=EJ1076806
Agirdag, O. 2014. “The Long-Term Effects of Bilingualism on Children of Immigration: Student Bilingualism and Future Earnings.” International Journal of Bilingual Education and Bilingualism 17 (4): 449–464.
August, D., & Snow, C. (2007). Developing vocabulary in English-language learners: A review of the experimental research. Effective Instruction for Struggling Readers, K-6, 84–105.https://scholar.google.com/scholar?cluster=16399359983613564196&hl=en&oi=scholar
Beeman, K., & Urow, C. (n.d.). Teaching for Biliteracy: Strengthening Bridges Between Languages.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678
Bishop, W. (1990). Released into Language: Options for Teaching Creative Writing. National Council of Teachers of English, 1111 Kenyon Rd. https://eric.ed.gov/?id=ED326879
Brown, M., Burns, D., McNamara, G., & O’Hara, J. (2022). Culturally responsive classroom-based assessment A case study of secondary schools in Ireland. Revista de Investigación Educativa, 40(1), Article 1. https://doi.org/10.6018/rie.496681
Carla, E. 2021. A culturally responsive classroom assessment framework. Centre line news letter.
Carroll, J. (2008). Assessment issues for international students and for teachers of international students. The Enhancing Series Case Studies: International Learning Experience, 1–13.
Chaika, O. (2023). Multicultural Education in Foreign Language Teaching: Task-Based Approach. International Journal of Social Science and Human Research, 6(03), 1476–1482.
Chumbow, B. S. (1980). Language and language policy in Cameroon. An African experiment in nation building: The bilingual Cameroon Republic since reunification, 281-311.
Cloud, N., Genesee, F., & Hamayan, E. (2000). Dual language instruction: A handbook for enriched education. Heinle & Heinle Boston.
Cummins, J. (2000). Academic Language Learning, Transformative Pedagogy, and Information Technology: Towards a Critical Balance. TESOL Quarterly, 34(3), 537–548. https://doi.org/10.2307/3587742
Crystal, D. (2005). Speaking of writing and writing of speaking. Recuperado de: Http://Www. Pearsonlongman. Com/Dictionaries/Pdfs/Speaking.
Dias, D. (2019). Effects of Multicultural Education on English Language Learners. Capstone Projects and Master’s Theses. https://digitalcommons.csumb.edu/caps_thes_all/529
Evans, C. (2021) Culturally sensitive, relevant, responsive,and sustaining assessment. The centerline news letter: focused on improving student learning
Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage. Rowan & Littlefield Publishers.
Gallagher, C. E. (2012). Academic language and young emergent bilinguals: Patterns of contextualizing discourse in personal narratives and classroom literacy events. Georgetown University. https://search.proquest.com/openview/e93160eb4a90d2d22967faa1d35c856d/1?pq-origsite=gscholar&cbl=18750
Gay, G. (2002). Preparing for Culturally Responsive Teaching. Journal of Teacher Education, 53(2), 106–116. https://doi.org/10.1177/0022487102053002003
Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Third Edition. Multicultural Education Series. Teachers College Press.
Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1–16. https://doi.org/10.1080/08878730009555246
Gorgorió, N., & Planas, N. (2001) Social representations as mediators of mathematics learning in multi-ethnic classrooms. European Journal of Psychology of Education
Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Corwin Press.
Harmer, J. (2001). The practice of English language teaching. Person Education.
Hasanah, U., Marini, A., & Maksum, A. (2021). Multicultural education-oriented digital teaching materials to improve students’ pluralist attitudes. Jurnal Prima Edukasia, 9(1), 118–126.
Hedge, T. (1993). Key Concpts in ELT: Fluency and Project. ELT journal, 3,275-277.http:/dx.doi.org/1093/elt/47.3.275
Hollins, E. R. (1999). Relating Ethnic and Racial Identity Development to Teaching. In Racial and Ethnic Identity in School Practices. Routledge.
Kibinkiri, E. L. & Tieme K.(2022).Self -Directed learning (SDL) and development of Competencies among student of the University of Bamenda.. American journal of education and practice. Vol 6.3. DOI:https://doi.org/10.674672/ajep.1161
Kapukaya, K. (2020). Multiculturalism and Motivation on Foreign Language Learning. Uluslararası Sosyal Bilimler Dergisi, 4(19), 74–110. https://www.ceeol.com/search/article-detail?id=972436
Kiss, T., & Weninger, C. (2017). Cultural learning in the EFL classroom: The role of visuals. ELT Journal, 71(2), 186–196. https://doi.org/10.1093/elt/ccw072
Kormos, J. (2006). Fluency and automaticity in L2 speech production. Speech Production and Second Language Acquisition, 154–165. https://scholar.google.com/scholar?cluster=16504011273813957010&hl=en&oi=scholarr
Kramsch, C. (2014). Language and Culture in Second Language Learning. In The Routledge Handbook of Language and Culture. Routledge.
Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice-Hall International.
Montenegro, E., & Jankowski, N. A. (2015). Focused on what matters: Assessment of student learning outcomes at minority-serving institutions. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA).
Nation, P. (1990). What is involved in learning a word. Teaching and Learning Vocabulary, 29 50. https://scholar.google.com/scholar?cluster=12570827126306024258&hl=en&oi=scholarr
Nieto, S. (2013). Finding joy in teaching students of diverse backgrounds: Culturally responsive and socially just practices in US classrooms. Heinemann. https://scholar.google.com/scholar?cluster=15741052583380873340&hl=en&oi=scholarr
Nkwetisama, C. M. (2012). The Competency Based Approach to English Language Education and the Walls between the Classroom and the Society in Cameroon: Pulling Down the Walls. Theory & Practice in Language Studies (TPLS). http://academypublication.com/issues/past/tpls/vol02/03/12.pdf
Nortvedt1 G. A. & Eline W. & Brown, M & Burns,D & McNamara, G. & O’Hara J. & Altrichter, H. & Fellner, M. & Herzog-Punzenberger, B. & Nayir, F. & Taneri, P. O.Aiding culturally responsive assessment in schools in a globalising world. 32:5–27https://doi.org/10.1007/s11092-020-09316-w
Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press. https://doi.org/10.1017/CBO9780511667336
Ogalde Careaga, I., & Bardavid Nissim, E. (2003). Los materiales didácticos. Medios y Recursos de Apoyo a La Docencia, 103.
Rodriguez, D., Omidire, M. F., & Anyosa, M. S. (2023). Pedagogical Multicultural Communities in Teacher Preparation. International Education Journal: Comparative Perspectives, 22(1), 58–73. https://openjournals.library.sydney.edu.au/IEJ/article/view/17147
Sipra, M. A. (2007). Bilingualism as teaching aid in a language class: L1 as a facilitator in teaching/learning process of L2 at intermediate/certificate level [Unpublished Doctoral Dissertation].
Smith, J. K., & Chen, L. (2016). Cultural factors influencing English language learning: A meta-analysis of empirical studies. Language Learning, 66(2), 315–348.
Snow, D. A., & McAdam, D. (2000). Identity work processes in the context of social movements: Clarifying the identity/movement nexus. In Self, identity, and social movements (pp. 41–67). University of Minnesota Press.
Stembridge, A. (2019). Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy. Routledge. https://doi.org/10.4324/9780429441080
Sushma, B., & Padmaja, G. (2011). Psychology in India. Psychology Teaching Review, 17(2), 21–28. https://eric.ed.gov/?id=EJ959022 https://doi.org/10.1080/14780887.2013.801543
Rodriguez, D., Omidire, M. F., & Anyosa, M. S. (2023). Pedagogical Multicultural Communities in Teacher Preparation. International Education Journal: Comparative Perspectives, 22(1), 58–73. https://openjournals.library.sydney.edu.au/IEJ/article/view/17147
Thornbury, S. (2005). How to teach speaking. Longman. https://thuvienso.hoasen.edu.vn/handle/123456789/9767
Tosam, R. T. (1997). “An Investigation into the Use of the Folk Tales in the Teaching of English as a Second Language: The Study of Some Primary Schools the North West Province.” Unpublished DIPEN 11. dissertation-ENS; The university of Yaounde 1.
Tosam, R. T. (2016). Teaching Competence And English Language Proficiency Of Francophone Student-Teachers In Some Selected Teacher Training Colleges In Mfoundi Division A dissertation submitted in partial fulfillment of the requirement for the award of a master’s degree in sciences of education and educational engineering in the university of Yaounde 1.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5(1), 244–262.
Yuliantari, S., & Huda, T. (2023). Integration of Culturally-Responsive Teaching in English Learning. Pubmedia Jurnal Pendidikan Bahasa Inggris, 1(1), 8–8. https://doi.org/10.47134/jpbi.v1i1.17
