Towards a cross-curricular awareness for ESL teachers in Cameroon
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Abstract
The effective teaching of English as a Second Language in a nonnative context such as Cameroon requires, amongst other things, the use or simulation of real-life situations in the classroom. Some of these real-life situations tend to issue from other subjects on the curriculum, a fact which necessitates cross-curricular awareness on the part of teachers of English. The goal of this study was, first, to account for the extent to which content from other subjects feature in the official English language coursebook used in secondary schools in Cameroon, and second, to establish the importance teachers of English attach to possessing knowledge across the curricular, as well as their readiness to teach English through content availed in other subjects. The thematic analyses of the corpus and a computation of the survey responses, revealed that the real-life situations explored in the different modules in the coursebooks are traceable to 9 (75%) subjects on the curriculum. Also, though most of the English language teachers surveyed acknowledge the importance of cross-curricular awareness, their readiness to teach English through content is limited to arts-inclined content. We recommend the institution of a cross-curricular awareness benchmark for teachers of English.
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