Is the learner-centred approach indeed adopted in the teaching-learning of French in O-level state secondary schools in Dar es Salaam, Tanzania?

Education Research Journal Vol. 7(6): 123 – 133This paper addresses the application of the learner-centred approach (LCA) in the French language teaching (FLT) in O-level state secondary schools. The study aimed at finding out the extent to which French language teachers put into practice the LCA which was adopted in 2005 in the FLT. Particularly, the study envisioned ascertaining teaching techniques that teachers use in the FLT, the roles the teachers play in the FLT, and how the teachers organise learning tasks in the FLT. The study was conducted in Dar es Salaam region from March to May 2014 covering 50% of state O-level secondary schools found in Ilala district. Data were collected through questionnaires, classroom observation and documentary methods, and interpretive content analysis was used with the aid of the Statistical Package for Social Sciences (SPSS). Guided by constructivist and multiple intelligence theories, this study found that the teachers largely used the teacher centred approach (TCA) as they encountered transitional challenges such as insufficient instructional materials, overcrowded classes, and poor proficiency of French which seemed to prevent them from effectively applying the LCA. Besides, it was found that, although many teachers had received training in the LCA, their actual understanding of the approach was questionable. The study recommends that the government should ensure effective training to its teachers; availability of relevant instructional materials and language laboratories, the teacher-student ratio should be restricted to 1:40, and the teachers and learners should be exposed to the Francophone community for proficiency in French