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INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some tfiesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print t)leedthrough, substandard margins, and improper alignment can adversely affect reproduction. in the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to t>e removed, a rx>te will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, t)eginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have t>een reproduced xerographically in this copy. Higher quality 6" x 9" t>lack and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. Bell & Howell Information and Learning 300 North Zeeb Road, Ann Artx>r, Ml 48106-1346 USA 800-521-0600 UMI TEACHING ENGLISH IN SENIOR HIGH SCHOOLS IN TOGO: A TEXTBOOK ANALYSIS AND PEDAGOGICAL IMPLICATIONS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Oniankpo Akindjo, MA The Ohio State University 2000 Dissertation Committee: Approved by: Professor Charles R. Hancock, Adviser Adviser Professor Keiko K. Samimy College of Education Professor Beverly M. Gordon UMI Number 9982512 Copyright 2000 by Akindjo, Oniankpo All rights reserved. UMI UMI Microform 9982512 Copyright 2000 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and beaming Company 300 North Zeeb Road P.O. 00x1346 Ann Arbor, Ml 48106-1346 ABSTRACT Communicative Language Teaching (CLT) is the latest language teaching paradigm that dominates language education programs worldwide. The purpose of this study was to investigate the extent to which English as a Foreign Language (EFL) teaching in Togo has responded to communicative language teaching principles. In particular, the study sought to answer five research questions about the pedagogical orientation of the English teaching objectives and textbooks currently in use in Togolese senior high schools, and the match between EFL objectives and EFL textbooks. A content analysis research methodology was used for analyzing Togolese EFL textbooks and objectives. Analysis instruments were generated following KrippendofFs (1980) and Holti’s (1969) theory of content analysis, and professional literature on CLT. The findings indicated that the English language teaching objectives for the Togolese senior high schools have a structural rather than a communicative pedagogical orientation, as does one series of Togolese textbooks. On the other hand, the textbook for grade13 was found to be communicative but somewhat inappropriate for an EFL context. The study concluded that CLT was still part of the null curriculum in Togo. Pedagogical inferences were made, based on the fact that these textbooks and the objectives have been in use throughout Togo for more than a decade. It was argued that an evaluation of the English as a Foreign Language teaching system was overdue, and that the English teaching system in Togo needs increased professionalization in terms of staff development, curriculum, and instructional practices. Implications for the application of CLT in EFL contexts were discussed, and recommendations were made for a re orientation towards an English as an International Language (EIL) conception of teaching, and an adaptation of emancipatory pedagogy for the teaching of English in the high schools and for the development of teachers. In addition, recommendations for further study and limitations of the study are described. The study also includes a bibliography and appendices. lil Dedicated to my aunt Ologbin, and to Cathie, Adekonie, and Sabi who learned the meaning of sacrifice the hard way. IV ACKNOWLEDGMENTS I would like to express my deepest gratitude to all those who taught me and broadened my horizons, especially the members of my doctoral committee. I wish to express my gratitude to Dr. Keiko Samimy for her reassuring availability and academic support at crucial moments of this grueling yet edifying (sometimes even exciting) experience. I would like to thank Dr. Beverly Gordon for having served on my committee, and for her illuminating guidance and unfailing interest throughout. I would also like to extend my heartfelt appreciation and thanks to my advisor. Dr. Charles R. Hancock, for his patience, incisive insights, and constructive criticism, without which my quest would have been far more difficult. I am extremely grateful to Dr. Cora Miller for her inspiring mentorship and continual encouragement. I am also indebted to the Fulbright Commission, to The Ohio State University, and to the Togolese government for allowing me the opportunity to investigate a matter very important to me, and for supporting me throughout this long and arduous commitment. The College of Education at O.S.U. will particularly be remembered (and through it the generous donors) for granting me the Charles Birkenshaw Mendenhall Memorial Scholarship at a moment it was very much needed. Finally, I owe a very special note of thanks to my friends, and to my colleagues, both In Togo and in the United States, who gave me so much of themselves and of their time, and who generously contributed to this work at all stages. I acknowledge the collaboration of Joachim Zabramba, Koffi Awuté, and Abalo Adéwui who pilot-tested the analysis instruments with me. Of course, any shortcomings or inadequacies in this work remain my sole responsibility. VI VITA December 31, 1949 ............................................ Born - Kaboli, Togo 1974 ..................................................................... B.A. English as a Foreign Language. Université du Bénin, Lomé, Togo 1980 ..................................................................... Inspectorate of English Teaching in Secondary Education, Ecole Normale Supérieure, Saint- Cloud, France 1989 ........................................................................ M.A. Teaching English as a Second/Foreign Language, University of Arizona, Tucson, AZ 1974 - 1977 .......................................................... Teacher of English, Lycée de Kara, Togo 1981 - 1984/1989 — 1992 .................................. Inspector of English for senior high schools, Kara and Sokodé, Togo 1998 - present ...................................................... Graduate Teaching Associate in the Department of French and Italian, The Ohio State University, Columbus, OH FIELDS OF STUDY Major Field: Education Minor Fields: French Curriculum Studies VII TABLE OF CONTENTS Abstract ............................................................................................................... ii D edication .............................................................................................................. iv Acknowledgments ................................................................................................ v V ita .......................................................................................................................... vii List of Tables .......................................................................................................... xii List of Figures .........................................................................................................xv Chapters Page 1. Introduction .......................................................................................................1 Introduction .......................................................................................................1 Statement of the problem ........................................................................... 3 Theoretical framework and definitions ........................................................ 5 Background conditions of the study ............................................................ 8 Brief survey .................................................................................................8 Education and language issues during the colonial period ................ 10 French as the official language ............................................................... 13 English teaching in T o g o .................................................................... 15 Societal allocation of languages ........................................................ 18 Research questions ....................................................................................... 20 A ssum ptions.....................................................................................................22 Significance of the study ............................................................................... 23 Organization of the dissertation ............................................................... 24 2. Literature re vie w ...........................................................................................

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