The Didactic Treatment of English as a Medium of Instruction in Ivorian Universities: A Case Study

Abstract

In Côte-d’Ivoire French is used as the language of instruction at all levels of education except the foreign language departments in our universities. Today, the idea is to use EMI[1] in higher education. This requires full year training in intensive English. As the current conditions are not appropriate, the situation calls for reflection on an alternative solution: Training our students without necessarily resorting to a full academic year of intensive English. Considering the difficulties relating to the mobilization of human and material resources indispensable for a successful implementation of intensive English learning and taking account of the current teaching practices in our different departments, what didactic choices can allow the much needed training in our context? In order to answer this question I investigated the situation at the UFR-SEG[2]using a questionnaire and an interview guide. The conclusions of this study carried out in a constructivist and socio-constructivist perspective indicate that the majority of our trained students are unable to use English for instruction. My suggestions are threefold: Triangulation of didactic situations (didactic, a-didactic and non didactic situations), use of a multi-dimensional differentiated approach to instruction, and instruction based on learning strategies.