{"id":4082,"date":"2026-06-22T10:01:49","date_gmt":"2026-06-22T08:01:49","guid":{"rendered":"https:\/\/www.afrikaeducation.com\/africeduc\/?page_id=4082"},"modified":"2026-06-22T13:29:12","modified_gmt":"2026-06-22T11:29:12","slug":"riseafrica-v1i1-08","status":"publish","type":"page","link":"https:\/\/www.afrikaeducation.com\/africeduc\/riseafrica-v1i1-08\/","title":{"rendered":"Programmation p\u00e9dagogico-didactique annuelle des Langues \u00c9trang\u00e8res Non Officielles au secondaire : \u00e9tude de terrain et propositions p\u00e9dagogiques"},"content":{"rendered":"

Mvogo Mbassi Telesphore<\/strong>
1<\/sup>Universit\u00e9 de Bertoua
Rise Africa, Vol. 1, No. 1 (2025), pp. 181-224
ISSN : 3105-5311<\/p>

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

R\u00e9sum\u00e9<\/strong>
La consubstantialit\u00e9 de la programmation p\u00e9dagogico-didactique (PPD) au m\u00e9tier d\u2019enseignant en fait un sujet digne d\u2019int\u00e9r\u00eat. Les difficult\u00e9s \u00e9prouv\u00e9es par les enseignants de Langues \u00e9trang\u00e8res Non Officielles (LENO) du secondaire dans l\u2019\u00e9laboration des documents y aff\u00e9rents constituent l\u2019objet principal de cette \u00e9tude. L\u2019univers de recherche est constitu\u00e9 dans un premier temps, de documents de programmation p\u00e9dagogico-didactique annuelle (PPDA) et d\u2019enseignants qui les \u00e9laborent, et dans un second temps de programmes d\u2019\u00e9tudes des \u00e9coles Normales Sup\u00e9rieures (ENS) en charge de la formation initiale des enseignants de LENO, afin de diagnostiquer l\u2019origine des difficult\u00e9s \u00e9prouv\u00e9es par ces derniers. Sur la base d\u2019un \u00e9chantillonnage mixte (stratifi\u00e9\/ar\u00e9olaire et par quota), d\u2019un sondage et d\u2019une analyse de contenu, il est relev\u00e9 une carence en connaissances th\u00e9oriques et pratiques sur l\u2019\u00e9laboration des documents de PPDA, ainsi qu\u2019une quasi-absence de cette th\u00e9matique lors de la formation initiale, d\u2019o\u00f9 la n\u00e9cessit\u00e9 d\u2019un vade-mecum.<\/em> 
<\/p>

Abstract<\/strong>
The close relationship between Instructional Design (ID) and the teaching profession makes it a critical area of inquiry. This study examines the challenges faced by secondary school teachers of Non-Official Foreign Languages (LENO) in developing effective Syllabus Design documents. Drawing on both teachers\u2019 instructional materials and the training curricula of Higher Teacher Training Colleges (ENS), the research seeks to trace the origins of these difficulties. Using a mixed sampling approach, surveys, and content analysis, findings reveal a lack of both theoretical grounding and practical competence in syllabus design, as well as the near absence of this topic in initial teacher education programs. The study concludes by proposing a practical guide (vade mecum) to strengthen teachers\u2019 instructional and syllabus design capacities, thereby enhancing the overall quality of foreign language education in the Cameroonian context.<\/em>
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Mots cl\u00e9s<\/strong>
Programmation p\u00e9dagogico-didactique, dispositifs didactiques, projet p\u00e9dagogique
<\/p>

Keywords<\/strong>
Instructional design, syllabus, didactic devices<\/em>
<\/em><\/p>

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M\u00e9moires et th\u00e8ses<\/strong>
Mvogo Mbassi, T. (2023). Teoria e pratica della programmazione didattica delle lingue straniere nelle scuole secondarie camerunensi: un\u2019esperienza sul campo<\/em> (M\u00e9moire de Master en Langue et Litt\u00e9rature italiennes, Universit\u00e9 de Douala), pp. 49\u201350.<\/p>

Comment citer cet article ? <\/strong>
Mvogo Mbassi, T. (2025). Programmation p\u00e9dagogico-didactique annuelle des Langues \u00c9trang\u00e8res Non Officielles au secondaire : \u00e9tude de terrain et propositions p\u00e9dagogiques. 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), 181-224.<\/p>","protected":false},"excerpt":{"rendered":"

Mvogo Mbassi Telesphore1Universit\u00e9 de BertouaRise Africa, Vol. 1, No. 1 (2025), pp. 181-224ISSN : 3105-5311 R\u00e9sum\u00e9La consubstantialit\u00e9 de la programmation p\u00e9dagogico-didactique (PPD) au m\u00e9tier d\u2019enseignant en fait un sujet digne d\u2019int\u00e9r\u00eat. Les difficult\u00e9s \u00e9prouv\u00e9es par les enseignants de Langues \u00e9trang\u00e8res […]<\/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-4082","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4082","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=4082"}],"version-history":[{"count":3,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4082\/revisions"}],"predecessor-version":[{"id":4119,"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/pages\/4082\/revisions\/4119"}],"wp:attachment":[{"href":"https:\/\/www.afrikaeducation.com\/africeduc\/wp-json\/wp\/v2\/media?parent=4082"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}