CHALLENGES FOR IMPLEMENTING PARTICIPATORY AND ACTIVE PEDAGOGY IN TEFL: PERSPECTIVES OF TEACHERS FROM THE DEMOCRATIC REPUBLIC OF CONGO

Authors

  • John Tombola Barabara Lecturer, Institut Supérieur Pédagogique (ISP) Bukavu, Democratic Republic of Congo PhD Candidate, Otto-Friedrich University of Bamberg, Bamberg, Germany orcid.org/0009-0009-5214-1693
  • Pierre Murhula Kaheto Lecturer, Institut Supérieur Pédagogique (ISP) Uvira, Democratic Republic of Congo PhD Candidate, University of Burundi, Burundi
  • Meschac Vunanga Karhakabire Lecturer, Institut Supérieur Pédagogique (ISP) Kaziba, PhD Candidate, Otto-Friedrich University of Bamberg, Bamberg, Germany

DOI:

https://doi.org/10.46827/ejes.v12i11.6406

Keywords:

participatory and active pedagogy, challenge, teaching and learning english, implementation, group work

Abstract

The present paper investigates the challenges related to the implementation of the participatory and active pedagogy (PAP) in the teaching and learning of English in the Democratic Republic of Congo (DRC). The study focuses on understanding the applicability and obstacles of Participatory and active pedagogy within the Congolese educational system. The results show that teachers applying PAP generally encounter the problem of time, as the process requires two consecutive hours for a teacher to use this method. The big challenge is that this method empowers skilled pupils while the non-skilled go on decreasing their level instead of increasing it, and this would bring those pupils to develop anxiety, trauma, lack of motivation and/or interest in the language to the extent that they tend to use other languages during group work. That is the reason why this method is recommended for a class where pupils already have some command of the language.

 

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Author Biographies

  • John Tombola Barabara, Lecturer, Institut Supérieur Pédagogique (ISP) Bukavu, Democratic Republic of Congo PhD Candidate, Otto-Friedrich University of Bamberg, Bamberg, Germany orcid.org/0009-0009-5214-1693

    John Tombola Barabara holds an M.A. in Education Quality from the Otto-Friedrich University of Bamberg/Germany and a Bachelor in English language teaching from ISP Bukavu. He is lecturer Institut Supérieur Pédagogique (ISP) Bukavu in the Department of English and African Cultures in South Kivu. He is also a teacher trainer in quality teaching. Mr. John is currently a PhD researcher (focus on English didactics) in Education at the University of Bamberg.

    ORCID: https://orcid.org/0009-0009-5214-1693

  • Pierre Murhula Kaheto, Lecturer, Institut Supérieur Pédagogique (ISP) Uvira, Democratic Republic of Congo PhD Candidate, University of Burundi, Burundi

    Pierre Murhula Kaheto holds an M.A. in Education Quality from the Otto-Friedrich University of Bamberg/Germany and a Bachelor in English language teaching from ISP Bukavu. He is university teacher with experience of teaching English as a foreign language in different higher learning institutions in South Kivu. He is also a teacher trainer in quality teaching. Murhula Kaheto Pierre is currently a teaching assistant of English at Université Libre des Pays de Grands Lacs/BUKAVU in South Kivu, and is ending his PhD research in Education at the University of Burundi.

  • Meschac Vunanga Karhakabire, Lecturer, Institut Supérieur Pédagogique (ISP) Kaziba, PhD Candidate, Otto-Friedrich University of Bamberg, Bamberg, Germany

    Meschac Vunanga Karhakabire holds an M.A. in Education Quality from the Otto-Friedrich University of Bamberg/Germany and a Bachelor in Education Sciences from the University of Kisangani. He is Coordinator of the Protestant Schools and a teacher trainer in PAP and Quality education in the South Kivu Province in the Democratic Republic of Congo. Currently, Mr. Meschac is a teaching assistant at Institut Supérieur Pédagogique (ISP) Kaziba in South Kivu, and as well he is a PhD student and researcher in Education at the Otto-Friedrich University of Bamberg.

References

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Published

2025-11-28

Issue

Vol. 12 No. 11 (2025)

Section

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