Struggling to Implement Communicative Language Teaching: A Case Study from Senegal

  • Dame DiopEmail author
Part of the International Perspectives on English Language Teaching book series (INPELT)


Diop offers a perspective from Francophone Africa, where English is at least a second foreign language for all learners. The longstanding adoption of a literacy-focused approach for the teaching of French contrasts with pedagogic principles recommended for implementation of the national ‘communicative’ English curriculum, first introduced 25 years ago. The teacher here has experienced that attempts to teach English in the manner that the curriculum recommends continue to be misunderstood and unappreciated by colleagues and leaders in his school context. Diop questions whether the national effort to implement a communicative curriculum for all learners remains worthwhile, when contextual factors, including the prevailing educational culture, the established pedagogy for learning French, limited classroom resources and a little clear need for oral English for most learners, make it so difficult.


  1. Coleman, H. 2013. The English language in Francophone West Africa. Dakar, Senegal: British Council.Google Scholar
  2. Commission Nationale d’Anglais (CNA) du Sénégal. 2014. Compte Rend de la rencontre du 20 Novembre.Google Scholar
  3. FASTEF: Faculté des Sciences et Technologies de l’Education et la Formation de l’Université Cheikh Anta Diop de Dakar.Google Scholar
  4. Fullan, M. 1993. Change forces: Probing the depths of educational reform. London: Falmer Press.Google Scholar
  5. Fullan, M., and S. Stiegelbauer. 1991. The new meaning of educational change. NewYork: Teachers College Press.Google Scholar
  6. Garton, S. 2014. Unresolved issues and new challenges in teaching English to young learners: The case of South Korea. Current Issues in Language Planning 15 (2): 201–219.CrossRefGoogle Scholar
  7. Lee, J.F., and B. Vanpatten. 2003. Making communicative language teaching happen. NewYork: The McGraw-Hill.Google Scholar
  8. Littlewood, W. 1981. Communicative language teaching. Cambridge: Cambridge University Press.Google Scholar
  9. Programme National d’Anglais du Sénégal. 2006. (3eme edition), Ministere de l’Education.Google Scholar
  10. Richards, J.C., and T.S. Rodgers. 2001. Approaches and methods in language teaching. NewYork: Cambridge University Press.CrossRefGoogle Scholar
  11. Senghor, A. 2003. L. L’héritage Colonial et les Langues en Afrique Francophone. Revue Internationale d’Education de Sevres. Available from: [online] Accessed on 20 July 2015.
  12. Thiam, M. 2011. Issues in teacher training in EFL: From theory to practice. Dakar: Diaspora Academy Press.Google Scholar
  13. Thiam, M. 2013. Tid bits for teachers of english as a foreign language: From practice to theory. Dakar: Diaspora Academy Press.Google Scholar
  14. Walt, C.D. 2006. The transformative agenda of educational linguistics for English language in Africa. In Living through languages: An African tribute to Rene Dirven, ed. C.D. Walt. Stellenbosch: Sun Press. Available from: [online] Accessed on 18 Aug 2015.
  15. Wedell, M., and A. Malderez. 2013. Understanding language classroom contexts: The starting point for change. London: Bloomsbury Publishing Plc.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Formateur en anglais au CRFPE de DakarDakarSenegal

Personalised recommendations