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ERIC Number: EJ975921
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0305-0068
English and French Pedagogical Cultures: Convergence and Divergence in Cameroonian Primary School Teachers' Discourse
Esch, Edith
Comparative Education, v48 n3 p303-321 2012
This article approaches the phenomenon of the continuing influence of French and English pedagogical cultures in Africa relying on post-modern notions of time and space. It reports on a project carried out in Cameroon where both cultures are in contact and where the teachers from two primary schools were observed and interviewed over a period of five weeks each. The data collected is interpreted as revealing divergent professional contexts within which the teachers' discourse about their professional roles and the place of languages rests on assumptions reminiscent of the pedagogical values of the former colonisers. However, teachers from both schools are strongly in favour of maintaining French and English as medium of education. The significance of the phenomena reported is critically discussed to highlight new discontinuities in present day Cameroon which transform these apparently sharp distinctions: the disjunction between the notion of place and the medium of education, the fast evolving meanings of "French" "English" and "bilingualism" in the twenty first century and the fact that schools are multilingual sites. The paper concludes that the differences in the way teachers construct their professional identities has prevented them from developing a joint pedagogical repertoire and that lack of mutual understanding might be a reason for the reported mere "cohabitation" provided by bilingual schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cameroon