Teaching Cameroon Languages and Cultures via a Computer-Assisted Language Learning (Call)–Based Perspective for Learner Autonomy: Insights from Cultural Historical Activity Theory

Abstract

With the trend of technological evolution, language teaching methodologies have evolved to fully accommodate ICTs as integral mediation tools in language teaching/learning. This paper bridges the gap between existing studies, by placing particular emphasis on learner autonomy and learning environments especially as regards the poor appropriation of our local languages and cultures within the school milieu. Thus, we propose and show that in a context of learning local languages by secondary school students in Cameroon, an adapted approach wherein the language teaching/learning methodology is implemented with a learner management system which takes into consideration localization aspects and the beneficiary population, learner autonomy can be attained when viewed through the prism of cultural historical activity theory.

Keywords: Activity theory, Language Teaching, Learner Autonomy, Localization, National languages and cultures


Article Review Status: Published

Pages: 77-88 (Download PDF)

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