The Power of Redo Strategies in Revitalising Language Education in Cameroon's Primary and Secondary Schools
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Falling standards in English and French language education in Cameroon's primary and secondary schools pose significant challenges for educational achievement and future growth. This scholarly book offers a timely and comprehensive exploration of "redo" strategies, reiterative learning practices, informed by mastery-based learning, self-regulated learning, and continuous formative assessment, as a vital solution. Through a mixed- methods approach including surveys, interviews, and classroom observations, Nicoline Agbor Tabe meticulously examines teachers' engagement, perceptions, and attitudes...
Falling standards in English and French language education in Cameroon's primary and secondary schools pose significant challenges for educational achievement and future growth. This scholarly book offers a timely and comprehensive exploration of "redo" strategies, reiterative learning practices, informed by mastery-based learning, self-regulated learning, and continuous formative assessment, as a vital solution. Through a mixed- methods approach including surveys, interviews, and classroom observations, Nicoline Agbor Tabe meticulously examines teachers' engagement, perceptions, and attitudes towards "redo". The findings reveal limited and often inappropriate "redo" implementation despite a generally positive teacher outlook, hampered by large class sizes, heavy workloads, and a lack of clear policy and training. The book provides actionable insights and evidence-based recommendations for educators, policymakers, and stakeholders, aiming to revitalise language learning outcomes and foster greater learner development in Cameroon and beyond. It highlights the critical need to shift from syllabus completion to a mastery-oriented approach, ensuring all learners are given multiple opportunities for success. "This book is a timely and valuable contribution to the field of language education, stating challenges, offering practical solutions and strategies to address the subpar performance through redo framed from mastery-based learning, self-regulated learning and continuous formative assessment. The findings and recommendations potentially inform policy reforms, teacher training programmes and classroom practices which would ultimately enhance language learning outcomes and learner development." Vincent A. Tanda, PhD, Professor of Linguistics, Deputy Director, Higher Teacher Training College, Bambili, The University of Bamenda
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