What Teaching Practices Are Used In Situations Of Didactic Obsolescence In French Language Classes In Cameroon?

In daily classroom activities, teachers are expected to update the content provided by curricula and textbooks. This curricular work consists of interpreting these prescriptive measures in order to offer learning content that is problematized, up-to-date and contextualized. This task shapes internal didactic transposition and gives teachers responsibility for the content circulated in the classroom. Thus, these contents are supposed to be consistent with the reference knowledge produced in scientific research results or with reference social practices. However, some French language teachers may not take on this task. While outdated and problematic content (since it has been challenged by research) is included in the curriculum and textbook, teachers have been observed to teach it as is, without questioning it or making any effort to address the shortcomings that have been scientifically highlighted. The objective of this study is to examine teaching practices in situations where the content taught is obsolete in order to show, from a qualitative perspective, how this failure in teacher involvement leads teachers to become gents of dissemination of content that is not functional in human communication situations, and of reinforcement of stereotypes aimed at stigmatizing students.