CALL FOR PAPERS
Title of book: ENGLISH LANGUAGE SKILLS DEVELOPMENT WITH
FRANCOPHONE LEARNERS IN AFRICA: ISSUES,
CHALLENGES AND PERSPECTIVES
Editors: Etienne Dagasso, PhD. The University of Maroua, Cameroon
Koatenin Kouamé, PhD. Allasane Ouattara University, Bouaké, Côte d’ivoire.
Bolivar Siéwoué, PhD. The University of Dschang, Cameroon
Dear Scholars and potential Contributors,
We are writing to invite you to propose chapters for a
forthcoming book with the title above.
After almost sixty years of independence, with English
and French as official languages in Cameroon for
example, and the non-negligible presence of English in
other countries in French-speaking Africa, English
language skills (listening, speaking, reading and
writing) seem to be poorly developed among most
French-speaking learners.
A critical look at the situation leads to a number of
questions: What has not worked? What have the
loopholes of the learning process been? What are the
problems underlying this lack of achievement among
the aforementioned learners? What has not worked?
What are the related problems? With the ‘already-
established role’ of English in various areas of human
devotion owing to globalisation, how shall we ensure
that this group of learners and (prospective) workers or
researchers be not left lagging behind?
This call comes with the hope to harness the issues,
challenges and proposals for enhancement from
scholars. The proposed chapters could focus on the
four basic language skills at the primary, secondary or
tertiary levels of learning, post-school and informal
issues, or be more theoretical. The book will be made
of three parts: Oral skills, Written skills and Other
issues. Each part will contain both theoretical and
empirical contributions on language skills development
per se. The last part could include issues like English
language policies, English in multilingual contexts,
etc., all geared towards promoting English language
skills development with Francophone learners in
Africa
Potential contributions should take the following
schedule:
- Latest day for proposal of abstracts: 31st
January 2020. Authors will be expected to provide
a chapter title, an abstract of about 150 words in
English and in French, a select bibliography and 10-
line bio notes, with a headshot photograph when
sending the full paper.
- Notification of acceptance will be sent out by 15th
February 2020.
- Full papers are expected by 31st August 2020
- Book is hoped to have been published by 30th
September 2020
Times New Romans will be used as font, size 12, and
spacing 1.5. Subtitles are to be written and numbered
as follows with font size: 14, 13 and 12 and 11
respectively:
1. Title of section
1.1. Subtitle level 1
1.1.1. Subtitle level 2
1.1.1.1. Subtitle level 3.
Tables and figures should be numbered progressively,
and given titles in bold above the table or below the
figure. Footnotes are allowed. Bibliographical entries
should be presented in alphabetical order following
this model:
Textbooks
Nunan, D. (1992). Research Methods in Language
Learning. New York. Cambridge University
Press.
Richards, J. C. & Rodgers, T. S. (2001). Approaches
and Methods in Language Teaching (Third
Edition). Cambridge. Cambridge University
Press.
Articles
Richards, J. C. (2013). Curriculum Approaches in
Language Teaching: Forward, Central, and
Backward Design. In RELC Journal. Vol. 44.
N°1. Sage Publishers. pp. 5 – 33
Dissertations and theses
Sokeng, S. C. (2010). “The English Language
Proficiency of Francophone Secondary School
Leavers in Cameroon”. PhD thesis. Yaounde I
University.
For inquiry and further information, please contact:
Etienne Dagasso. Phone Number (Whatsapp) :
+237675342577 email : dagasetie1@gmail.com
Koatenin Kouamé. Phone Number (Whatsapp) :
+22508431706 email : kkoatenin@gmail.com
Bolivar Siéwoué. Phone number (Whatsapp) :
+237693229688 ; email : bolivarsiewoue@gmail.com