Ecueils relatifs a l'enseignment/apprentissage du francais dans les ecoles secondaires Kenyanes pour non voyants

Abstract

This study sought to examine the difficulties encountered by visually impaired teachers and learners of French in Kenyan secondary schools. Given the increasing role played by people with various impairments in the modem society and the increasing advocacy for equal opportunity for all, this study is worthwhile since it aims to improve teaching and learning by people with visual impairment.

Our study sought to examine how the visually impaired teach and learn French in an education system whose learning materials and teaching and learning methods heavily rely on sight. We used four procedures in data collection namely: observation of lessons, questionnaires, interviews and error analysis on students' assignments.

To establish the difference between visually impaired students and sighted learners in the acquisition of different competencies of French, we analyzed the errors committed by the two groups of students in the different areas of language learning notably vocabulary, grammar, orthography, dictation and pronunciation. We used descriptive statistics to analyze questionnaires, interviews and student errors.