{"id":4017,"date":"2026-06-19T14:09:07","date_gmt":"2026-06-19T12:09:07","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4017"},"modified":"2026-06-22T13:36:20","modified_gmt":"2026-06-22T11:36:20","slug":"riseafrica-v1i1-02","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v1i1-02\/","title":{"rendered":"Diachronie et synchronie au service de la Didactique des Langues \u00c9trang\u00e8res Non Officielles (DLENO)\u00a0: apologie de l\u2019\u00e9clectisme m\u00e9thodologique"},"content":{"rendered":"

Bikitik Hyppolite Mathias<\/strong>1<\/sup>, Assako Vickie Blaise<\/strong><\/em>2<\/sup>
1<\/sup>Universit\u00e9 de Douala
2<\/sup>Minist\u00e8re des enseignements secondaires
Rise Africa, Vol. 1, No. 1 (2025), pp. 39-60
ISSN : 3105-5311<\/p>

T\u00e9l\u00e9charger le PDF<\/a><\/div><\/div>

R\u00e9sum\u00e9<\/strong>
L\u2019article examine l\u2019\u00e9volution des m\u00e9thodologies d\u2019enseignement des langues \u00e9trang\u00e8res et met en lumi\u00e8re la pertinence de l\u2019\u00e9clectisme m\u00e9thodologique dans le contexte camerounais. Les auteurs d\u00e9montrent que les diff\u00e9rentes approches \u2014 de la grammaire-traduction \u00e0 la m\u00e9thode directe, puis aux m\u00e9thodes audio-orale, audiovisuelle, communicative, actionnelle et par comp\u00e9tences \u2014 ne constituent pas des ruptures, mais des \u00e9tapes compl\u00e9mentaires d\u2019un processus \u00e9volutif orient\u00e9 vers une meilleure efficacit\u00e9 p\u00e9dagogique. \u00c0 travers l\u2019analyse de cinq dimensions majeures (langue d\u2019enseignement, sollicitation des sens, organisation des contenus, milieu d\u2019apprentissage et relation didactique), l\u2019\u00e9tude souligne la compl\u00e9mentarit\u00e9 des mod\u00e8les didactiques et leur int\u00e9gration progressive au fil du temps. Les auteurs mettent particuli\u00e8rement en exergue l\u2019 \u00ab \u00e9clectisme m\u00e9thodologique \u00bb, qu\u2019ils d\u00e9finissent comme une d\u00e9marche consciente et raisonn\u00e9e de s\u00e9lection et de combinaison des outils selon les besoins et les contextes. Inspir\u00e9 des travaux de Puren, ce mod\u00e8le distingue un \u00e9clectisme th\u00e9orique et un \u00e9clectisme situationnel, ce dernier \u00e9tant privil\u00e9gi\u00e9 pour sa flexibilit\u00e9 et sa centration sur l\u2019apprenant. L\u2019\u00e9tude conclut que cette orientation \u00e9clectique constitue aujourd\u2019hui une r\u00e9ponse pertinente, ouvrant la voie \u00e0 une approche contextualis\u00e9e, souple et inclusive en Didactique des Langues \u00c9trang\u00e8res Non Officielles aux enseignements secondaire du Cameroun.<\/p>

Abstract<\/strong>
The article examines the evolution of foreign language teaching methodologies and highlights the relevance of methodological eclecticism within the Cameroonian context. The authors demonstrate that the various approaches \u2014 from grammar-translation to the direct method, and subsequently to the audio-oral, audiovisual, communicative, action-oriented, and competency-based methods \u2014 do not represent ruptures but rather complementary stages in an evolving process aimed at greater pedagogical effectiveness. Through the analysis of five key dimensions (language of instruction, sensory engagement, content organization, learning environment, and didactic relationship), the study underscores the complementarity of didactic models and their gradual integration over time. The authors particularly emphasize \u201cmethodological eclecticism,\u201d which they define as a conscious and reasoned process of selecting and combining teaching tools according to contextual and learner-specific needs. Drawing on Puren\u2019s work, the model distinguishes between theoretical eclecticism and situational eclecticism, the latter being favored for its flexibility and learner-centered orientation. The study concludes that this eclectic approach represents a relevant and effective response, paving the way for a contextualized, flexible, and inclusive framework for the teaching of Non-Official Foreign Languages in Cameroonian secondary education.<\/em><\/p>

Mots-cl\u00e9s<\/strong>
\u00c9clectisme m\u00e9thodologique, didactique, langues \u00e9trang\u00e8res non officielles, p\u00e9dagogie contextuelle, approche par les comp\u00e9tences<\/p>

Keywords<\/strong>
Methodological eclecticism, didactics, non-official foreign languages, contextual pedagogy, competency-based approach<\/em><\/p>

R\u00e9f\u00e9rences bibliographiques<\/strong>
Monographies, articles et p\u00e9riodiques
Balboni, P. E. (1999). Dizionario di glottodidattica.<\/em> Perugia : Guerra Edizioni.
Castoldi, M. (2017). Progettare per competenze. Percorsi e strumenti<\/em> (pp. 24-125). Roma : Carocci Editore.
Celce-Murcia, M. (2013). Language teaching methods from the Greeks to Gattegno. <\/em>MEXTESOL Journal, 37(2).
Cini, L. (2016). La programmazione per la L2. In P. Diadori (a cura di), Insegnare italiano a stranieri. Nuova edizione,<\/em> pp. 129-139. Milano : Le Monnier.
Conseil de l\u2019Europe. (2001). Cadre europ\u00e9en commun de r\u00e9f\u00e9rence pour les langues : apprendre, enseigner, \u00e9valuer.<\/em> Paris : Didier.
Cuq, J.-P., & Gruca, I. (2017). Didactique du fran\u00e7ais langue \u00e9trang\u00e8re et seconde.<\/em> Grenoble : Presses Universitaires.
Diadori, P. (a cura di). (2016). Insegnare italiano a stranieri, <\/em>pp. 19-53. Nuova edizione. Milano : Le Monnier.
Frabboni, F., & Pinto Minerva, F. (2013). Manuale di pedagogia e didattica. <\/em>Roma : Edizioni Laterza.
Legendre, R. (1993). Dictionnaire actuel de l\u2019\u00e9ducation.<\/em> Montr\u00e9al : Gu\u00e9rin.
Mezzadri, M. (2015). I nuovi ferri del mestiere. <\/em>Coll. 3, Lingua e lingue: studi sull\u2019insegnamento dell\u2019italiano e delle lingue straniere. Torino : Loescher Editore.
Paun, E. (2006). Transposition didactique : un processus de construction du savoir scolaire.<\/em> Carrefours de l\u2019\u00e9ducation, (22), pp. 3-13. https:\/\/doi.org\/10.3917\/cdle.022.0003
Puren, C. (1994\/2013). La didactique des langues \u00e9trang\u00e8res \u00e0 la crois\u00e9e des m\u00e9thodes. Essai sur l\u2019\u00e9clectisme<\/em>. Paris : CREDIF-Didier.
Puren, C. (1995). Des m\u00e9thodologies constitu\u00e9es et de leur mise en question. <\/em>Edicef (pp. 36-41). Paris : Edicef.
Vigner, G. (1995). Pr\u00e9sentation et organisation des activit\u00e9s dans les m\u00e9thodes. <\/em>Edicef (pp. 121-129). Paris : Edicef.
M\u00e9moires et th\u00e8ses <\/strong>
Mvogo Mbassi, T. (2022-2023). Teoria e pratica della programmazione didattica delle LS nelle scuole secondarie camerunensi: un\u2019esperienza sul campo<\/em> (Tesi di Master in Lingua e Letteratura italiane, Universit\u00e0 di Douala), pp. 49-50.<\/p>

Comment citer cet article ? <\/strong>
Bikitik, H. M., & Assako, V. B. (2025). Diachronie et synchronie au service de la Didactique des Langues \u00c9trang\u00e8res Non Officielles (DLENO)\u00a0: apologie de l\u2019\u00e9clectisme m\u00e9thodologique. In Nama, D.D., Mvogo Mbassi, T., & Bikitik, H. M. (\u00c9ds.), Enseignement\/apprentissage des langues \u00e9trang\u00e8res non officielles (LENO) aux enseignements secondaires du Cameroun : r\u00e9flexions \u00e9pist\u00e9mologiques, m\u00e9thodologies, politique linguistique et planification p\u00e9dagogico-didactique.<\/em> Rise Africa, 1(1), 39-60.<\/p>","protected":false},"excerpt":{"rendered":"

Bikitik Hyppolite Mathias1, Assako Vickie Blaise2 1Universit\u00e9 de Douala2Minist\u00e8re des enseignements secondairesRise Africa, Vol. 1, No. 1 (2025), pp. 39-60ISSN : 3105-5311 R\u00e9sum\u00e9L\u2019article examine l\u2019\u00e9volution des m\u00e9thodologies d\u2019enseignement des langues \u00e9trang\u00e8res et met en lumi\u00e8re la pertinence de l\u2019\u00e9clectisme m\u00e9thodologique […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-4017","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4017","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/comments?post=4017"}],"version-history":[{"count":4,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4017\/revisions"}],"predecessor-version":[{"id":4123,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4017\/revisions\/4123"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4017"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}