Abstract
Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system. Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically. Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system. Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change. Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.
Highlights
Reforms in contexts of English language teaching (ELT) is a recurring phenomenon, mainly in countries where English is a foreign language (EFL)
Teaching practices here refer to the modes of teaching used by educators at the English as a foreign language (EFL) program
While the latter is favored by the LMD system, the use of it was minimally observed
Summary
Reforms in contexts of English language teaching (ELT) is a recurring phenomenon, mainly in countries where English is a foreign language (EFL). The scope of the LMD reform goes beyond ELT programs but touches upon the field of professional and pedagogical practices (Eta, 2015) The latter are central to this research, which emerged from the growing complaints about the quality of teaching in higher education programs (Miliani, 2017)) despite the changes mandated by the new system since 2010 (Modou et al, 2014). Considering the LMD system as a major educational borrowing, it was judged necessary to investigate the teaching and assessment practices in those programs in order to understand the extent to which changes took place To this end, two central questions have been formulated in relation to those practices at an EFL program in one of the public universities in Niger
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