{"id":4078,"date":"2026-06-22T09:59:25","date_gmt":"2026-06-22T07:59:25","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4078"},"modified":"2026-06-22T13:26:41","modified_gmt":"2026-06-22T11:26:41","slug":"riseafrica-v1i1-07","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v1i1-07\/","title":{"rendered":"Programmation P\u00e9dagogico-Didactique des Langues \u00c9trang\u00e8res Non Officielles : \u00e9clairages conceptuels"},"content":{"rendered":"

Mvogo Mbassi Telesphore1<\/sup><\/strong>, Bikitik Hyppolite Mathias<\/strong>2<\/sup>
1<\/sup>Universit\u00e9 de Bertoua
2<\/sup>Universit\u00e9 de Douala
Rise Africa, Vol. 1, No. 1 (2025), pp. 151-180
ISSN : 3105-5311<\/p>

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

R\u00e9sum\u00e9<\/strong>
Au nombre des comp\u00e9tences requises pour exercer le m\u00e9tier d\u2019enseignant figure la programmation p\u00e9dagogico-didactique (PPD). Cet article propose un \u00e9clairage conceptuel sur cette notion polys\u00e9mique sujette \u00e0 des variations terminologiques et s\u00e9mantiques dans les Langues \u00e9trang\u00e8res Officielles (LEO) et dans les Langues \u00e9trang\u00e8res Non Officielles (LENO). Notamment, en revisitant ses fondements th\u00e9oriques, ses caract\u00e9ristiques, les niveaux d\u2019interventions, les acteurs, leurs responsabilit\u00e9s et les normes institutionnelles qui gouvernent son op\u00e9rationnalisation. L\u2019objectif vis\u00e9 est de fournir aux enseignants de LENO du secondaire au Cameroun, un ancrage th\u00e9orique et pratique sur ce concept didactique fondamental occult\u00e9 dans la formation initiale des enseignants. Ces connaissances permettront \u00e0 ces derniers d\u2019am\u00e9liorer l\u2019organisation des savoirs disciplinaires et proc\u00e9duraux dans leurs pratiques de classe.
<\/p>

Abstract<\/strong>
Among the key competencies required in the teaching profession, Instructional Design (ID) plays a pivotal role. This article offers a conceptual analysis of this multifaceted notion, which displays significant terminological and semantic variation across Official Foreign Languages (LEO) and Non-Official Foreign Languages (LENO). It revisits the theoretical foundations, core features, levels of intervention, key actors, and institutional standards that shape its implementation. The purpose is to provide LENO teachers in Cameroon with a solid theoretical and practical foundation in this essential didactic concept, often overlooked in teacher training programs. Strengthening teachers\u2019 understanding of instructional design is expected to improve the organization of disciplinary and procedural knowledge in classroom practice and contribute to more effective foreign language instruction.<\/em>
<\/p>

Mots cl\u00e9s<\/strong>
Programmation P\u00e9dagogico-didactique, Dispositifs didactiques, Langues Etrang\u00e8res Non Officielles, Savoirs proc\u00e9duraux, Savoirs disciplinaires.
<\/p>

Keywords<\/strong>
Instructional design, Didactic devices, Non-Official Foreign Languages, Procedural knowledge, Disciplinary knowledge<\/em>
<\/em><\/p>

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M\u00e9moires et th\u00e8ses<\/strong>
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Textes officiels<\/strong>
Divisi\u00f3n de Educaci\u00f3n General Ministerio de Educaci\u00f3n de Chile. (2019). Planificaci\u00f3n de la ense\u00f1anza: Dimensi\u00f3n \u2013 liderando los procesos de ense\u00f1anza y aprendizaje. [http:\/\/liderazgoeducativo.mineduc](http:\/\/liderazgoeducativo.mineduc)
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Comment citer cet article ? <\/strong>
Mvogo Mbassi, T., & Bikitik, H. M. (2025). Programmation P\u00e9dagogico-Didactique des Langues \u00c9trang\u00e8res Non Officielles :\u00a0 \u00e9clairages conceptuels\u00a0. 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), 151-180.<\/p>","protected":false},"excerpt":{"rendered":"

Mvogo Mbassi Telesphore1, Bikitik Hyppolite Mathias21Universit\u00e9 de Bertoua2Universit\u00e9 de DoualaRise Africa, Vol. 1, No. 1 (2025), pp. 151-180ISSN : 3105-5311 R\u00e9sum\u00e9Au nombre des comp\u00e9tences requises pour exercer le m\u00e9tier d\u2019enseignant figure la programmation p\u00e9dagogico-didactique (PPD). Cet article propose un \u00e9clairage […]<\/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-4078","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4078","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=4078"}],"version-history":[{"count":2,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4078\/revisions"}],"predecessor-version":[{"id":4115,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4078\/revisions\/4115"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4078"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}