Contextualisation didactique et usage des manuels dans l’enseignement du français langue seconde 2. cas des classes de form 1 des lycées de Nkol-Eton, bilingue d’application, d’Etoug-Ebe et de Mendong.

Abstract

This work entitled Didactical Contextualisation and Usage of Texts Books used in Teaching FSL2 in form 1 classes of the Anglophone sub-system: A case study of Form 1 classes of GBHS Nkol- Eton, GBPHS Yaoundé, GBHS Etoug-Ebe, and GBHS Mendong, comes as a result of the fact that due to the introduction of the CBA in education, textbooks used in the teaching learning of FSL2 were not revised, whereas the syllabus was completely changed. Convinced that the contextualisation of teachings is a prime factor to the desired performance of learners, we therefore asked ourselves if contextualising our teachings will not motivate the learners to learn to speak, write and solve problems that they might encounter daily, using the French language. Our interest was then focussed on the textbooks in the official book list; our objectives being to propose after analysing them, some elements which will help to re-orientate it so that there will be a conformity with the syllabus; also, to propose a chart for analysing contextualised textbooks. The general hypothesis of this work is: the teaching / learning methods and the textbooks present some deficiencies in the sense that they are not contextualised. From this hypothesis, we have formed three secondary hypotheses thus: RH1: The observed irregularities in the textbooks in the official book list do not favour the teaching / learning of FSL2. RH2: The contextualisation of teachings favours the teaching/learning of FSL2. RH3: The adaptation of textbooks to the socio-cultural context improves on the teaching / learning of FSL2. As far as the methodology is concerned, this research aims not only at innovating on the conception and selection of textbooks, but also to evaluate the one in use in the above-mentioned institutions under study. Furthermore, through a questionnaire distributed to 35 FSL2 teachers in these schools, we arrived at the conclusion that because the textbooks are not entirely contextualised, the lessons too are not. This we noticed especially in the case of those teachers who rely only on these textbooks to prepare them. At the end of this work, we have proposed some sample lesson plans based on the CBA, a yearly pedagogic project and also stated a few suggestions to the State and to the teachers.