ADDRESSING THE ENGLISH LITERACY CRISIS IN CAMEROON BASIC EDUCATION: A TECHNOLOGY-SUPPORTED MODEL FOR SOUND AND WORD BUILDING PEDAGOGY
ADDRESSING THE ENGLISH LITERACY CRISIS IN CAMEROON BASIC EDUCATION: A TECHNOLOGY-SUPPORTED MODEL FOR SOUND AND WORD BUILDING PEDAGOGY

Summary/Abstract: The objective of this paper is to share how a technology-supported model for teaching sound and word building was successfully used in Cameroon basic education to address the English literacy crisis. Combining an explorative and an experimental research design, the researchers developed an innovative way of teaching sound and word building. Using Cameroon official syllabus and official textbooks, smartphones, USB keys, Bluetooth speakers, and laptops, researchers recorded, transferred and used audio materials from the textbooks in use to teach sound and word building activities effectively in collaboration with parents via the WhatsApp forum of each classroom. The population of the study consisted of 100 students, 3 teachers and 90 parents, each group having a specific role to play. Upon completion of the implementation phase of the project, some key findings emerged. With regard to teachers, the use of audio materials enabled all teachers to teach sound and word building in an effective way. Secondly, the use of audio materials enabled classroom teachers to use a common methodology across the school. Thirdly, audio materials helped teachers improve their listening, pronunciation and reading skills. As for pupils, the use of audio books reinforced their ability to become independent learners, thus enhancing learners’ autonomy which is key to the overall goal of the Competence-Based Approach (CBA) to teaching. The results obtained from the experimental phase led to the following key points: introducing audio materials enables learners to master reading, listening and speaking skills in English before completion of basic education, thus reducing the English literacy crisis that has been rocking the educational system over the years. Besides, the introduction of audio materials enabled the build-up of a community of learners that involves parents, pupils and practitioners, and makes learning easier. Based on these findings, the researchers suggest a technology-enhanced model for teaching sound and word building in government primary schools in Cameroon, and strongly recommend that this model be considered by the Ministry of Basic Education and the National Council of Accreditation of School Manuals and Didactic Materials when designing textbooks for sound and word building.

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