A Study of the Effectiveness of the Teaching of the English Language in the Congo. African Studies in Curriculum Development & Evaluation. No. 53.

Autor/in	Mampouya, Georges
Institution	Kenya Inst. of Education, Nairobi.; Nairobi Univ. (Kenya).; German Agency for Technical Co-Operation, Nairobi (Kenya).; African Curriculum Organisation.
Titel	A Study of the Effectiveness of the Teaching of the English Language in the Congo. African Studies in Curriculum Development & Evaluation. No. 53.
Quelle	(1982), (56 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Bilingual Education; Developing Nations; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; Instructional Materials; Language Teachers; Program Effectiveness; Program Evaluation; Second Language Instruction; Teacher Education; Teaching Methods; Congo Republic + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Developing country; Developing countries; Entwicklungsland; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language teacher; Sprachunterricht; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	While French is the official language of the Congo, the study of English is compulsory throughout the entire seven years of secondary education. A study evaluated the effectiveness of English education, focusing on the training, qualifications, motivation, and morale of the English teacher; the suitability, appropriateness, and design of existing instructional materials; and the general English curriculum. For the study, major foreign language teaching methods were reviewed and their relative effectiveness assessed. Data were obtained from English teachers, Inspectors of English language, and student teachers of English, by means of questionnaires, observation, and interviews. Responses provided information on attitudes on reasons for training as English teachers; length and content of training; staff quality; objectives of the teaching of English in the Congo; and recommendations for improvement. Questions were raised about the necessity for English instruction and the effectiveness of the current system. Among the recommendations were suggestions that more specific and moderate objectives be set for the teaching of English, and that English instruction should be started later in the secondary school curriculum, with more mature students. Suggestions were also made for improving teacher education. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC