ASSESSING THE ALIGNMENT OF THE SYLLABUS TO THE CURRICULUM: THE CULTURAL COMPONENT IN BOTSWANA’S FRENCH JUNIOR CERTIFICATE SYLLABUS.

Abstract

Societal needs have dictated the change from traditional methods of teaching language, which had a grammar-translation oriented approach with the teacher assuming an authoritarian role and learners memorising grammar rules, to methodologies that are communicative and task-based. These methodologies call for the incorporation of the target language culture in curricula and syllabi since the aim is to produce not only multilingual but also multicultural learners. One of the aims of the Revised French Curriculum for the Botswana three-year junior certificate of 2010 is for the learners to appreciate the culture of the target language. The aim of this study is to investigate the extent to which the French syllabus of 2010 incorporates the francophone culture and guides in developing the intercultural competency. Inclusion of cultural elements in the syllabus was analysed in relation to the topics of the syllabus. A questionnaire was administered to teachers, the results of which were analysed quantitatively and qualitatively. The results suggest that the cultural component has been neglected in the syllabus and this has implications on teacher practices.