Abstract:
Neo-colonialism, which is an advanced stage of colonialism that occurs through cultural and educational domination, is a reality in Africa. The study aimed at exploring the effects of neo-colonialism on the implementation of learner-centred pedagogy, with French in the Lesotho Junior Certificate (JC) Curriculum as the case study. The researcher argues that the majority of language teachers in African countries, particularly Lesotho, are vested in structures and pedagogical practices, which maintain the status quo at the expense of societal needs and cultural beliefs of the learners. This view necessitates a proper interrogation of the effects of teaching a foreign language curriculum, such as French, in African countries that are struggling to rid themselves of the vestiges of neo-colonialism. The study followed a sequential exploratory mixed-methods design, in which the initial phase was qualitative and the second phase quantitative. Qualitative data were collected from three purposely selected French language teachers in form of telephonic semi-structured interviews, while quantitative data were collected from 331 Grade 10 French language learners from three purposely selected schools in Maseru, in form of questionnaires. The study findings show that neo-colonialism has a negative effect on the implementation of learner-centred pedagogy (LCP), particularly in the context of the French language curriculum, since the curriculum and supplemental materials used are predominantly French and inflexible to pedagogical practices that are modified to suit the local context, socio-cultural beliefs and ideologies. This hinders learners from actively engaging in the construction of new knowledge and acquisition of French based on their worldview and prior local experiences. The study therefore recommends that the Ministry of Education should deconstruct the French language curriculum and ensure that pedagogical strategies and supplemental materials used for the teaching and learning of French are culturally and contextually relevant to the learners’ local context, culture, and world view.
