Critical Language Pedagogy and Power Relations in Competence-Based Language Teaching in Cameroon

Abstract

Joefrey NGHA NJIThe University f Dschangjnghanji2008@yahoo.comTel:+237670072855KOLAOUNA ZAOUSSOU EugeneThe University of Marouaekolaounazaoussou@gmail.comAbstractThis study examines power relations in the implementation of the Competence-Based Approach (CBA) within Cameroonian secondary school language classrooms. Grounded in a critical-interpretive framework drawing on Freire’s (1970) dialogic pedagogy, Giroux’s (1988) conception of schooling as cultural politics, and Pennycook’s (2001) critical applied linguistics, the study investigates how teacher authority, assessment practices, and language norms shape classroom interaction. Data were collected through a structured questionnaire administered to eleven secondary school language teachers. Descriptive statistics were used to analyse Likert-scale items, while open-ended responses were examined through thematic analysis. Findings reveal strong conceptual support for learner-centred and competence-based pedagogy. However, examination pressure, institutional constraints, and dominant language ideologies continue to reinforce hierarchical interaction patterns and grammar-oriented instruction. The study concludes that while CBA reform reflects progressive pedagogical ideals, its transformative potential remains moderated by entrenched structural and symbolic power relations. Policy recommendations include assessment reform, dialogic professional development, and recognition of Cameroon’s multilingual realities.Keywords: critical pedagogy, competence-based approach, power relations, language teaching, Cameroon, classroom interaction