Collaborative educational intervention in the competency based approach and the development of francophone pupils’ oral skills : the case of cours moyen 1 pupils in the inclusive school of Kribi 1

Abstract

This research on «Collaborative Educational Intervention, in the Competency-Based Approach and the Development of Oral Skill in Level Three Primary School Pupils in the Francophone Sub-System of Education” has been conducted after observing that pupils’ communicative skills, especially the oral skill, are very low, even with the change of pedagogic approach which immerses them in learning situations. The research is out to demonstrate that the collaboration of two teachers trained under the same approach but having two different linguistic epistemologies and backgrounds, under the Competency Based Approach (CBA) context, will impact on pupils’ communicative skills. It also questions the francophone teacher’s (referred here as the practitioner), willingness to learn; the social implication in the fulfillment of this task, that is the practitioner’s professional/ linguistic development and pupils’ language proficiency improvement. In order to affirm or negate the main hypothesis that pupils of the francophone sub-system of education oral skill, can improve thanks to a collaborative educational intervention, a qualitative case study research was conducted in a purely francophone school, with as sample four (04) cours moyen un (CM1) pupils, their main teacher and an anglophone teacher. While using the content and thematic descriptive method of data analysis, the instruments used for data collection were documentary check list, Camera for observation and tape recorder for interview. The result obtained from the field proved that the practitioner self-implication, scaffolding and authentic materials used during teaching-learning situations and in context as well as the implication of extra-curricular support are vital aspects for collaborative educational interventions to improve the practitioner’s language proficiency and practice as well as pupils’ oral skills.