Main Article Content
Purpose: This paper presents some empirical insights about the effect of the LMD system (Bologna Process) on practices at an English as a foreign language (EFL) program in a Sub-Saharan African (SSA) country. The study aimed at examining the dominant pedagogical practices and changes caused by the new system.
Methodology: Based on a qualitative case study methodology and a theoretical framework that draws from Stenhouse (1967; 1975), classroom observation data, interviews, and documents were collected and analyzed thematically.
Results: The analysis has revealed the predominance of lecturing through dictation and practices of summative assessment. These practices are contrary to the principles of the LMD system. This has been interpreted as a resistance from educators to use the new modes of teaching and assessment favored by the socio-constructivist and student-centered approach brought by the LMD system.
Practical Implications: Considering the theoretical perspectives underpinning the study, the findings suggest the predominance of practices that are not favorable to English language learning. The study has certain implications for the implementation of LMD, stressing the need to redesign LMD practices based on empirical procedures that strives to understand the foundation of educators’ resistance to change.
Originality/Value: The study makes a contribution about the application of Western educational tools to other contexts and raises the need for understanding the contextual teaching cultures prior to reform endeavors.
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