CHALLENGES FOR IMPLEMENTING PARTICIPATORY AND ACTIVE PEDAGOGY IN TEFL: PERSPECTIVES OF TEACHERS FROM THE DEMOCRATIC REPUBLIC OF CONGO

John Tombola Barabara, Pierre Murhula Kaheto, Meschac Vunanga Karhakabire

Abstract


The present paper investigates the challenges related to the implementation of the participatory and active pedagogy (PAP) in the teaching and learning of English in the Democratic Republic of Congo (DRC). The study focuses on understanding the applicability and obstacles of Participatory and active pedagogy within the Congolese educational system. The results show that teachers applying PAP generally encounter the problem of time, as the process requires two consecutive hours for a teacher to use this method. The big challenge is that this method empowers skilled pupils while the non-skilled go on decreasing their level instead of increasing it, and this would bring those pupils to develop anxiety, trauma, lack of motivation and/or interest in the language to the extent that they tend to use other languages during group work. That is the reason why this method is recommended for a class where pupils already have some command of the language.

 

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participatory and active pedagogy, challenge, teaching and learning english, implementation, group work

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i11.6406

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