Roland ALLADOUM
Assistant Lecturer at the University of Doba
Pongsoumouna ABABAH
Assistant Lecturer at the University
ababpong@yahoo.fr
Abstract
This study investigates the different methods of English Language Teaching in public and private schools and analyzes the official contexts shaping the classroom practice in Chad. It uses a qualitative, comparative, multiple-case study design to treat public and private schools as distinct operational environments. Instruments of data collection are structured surveys, classroom observation, and semi-structured interviews. The target population is public and private secondary teachers in Chad, while the accessible population is Lycée St. Daniel Comboni and Walter Ganz, which are private settings, and Lycée Pascal Yoadoumnadji and Bernard Dikoua Garandi, which are public settings in Doba in the Logone Oriental Region. Data were analyzed using a thematic approach focusing on key emerging environmental and pedagogical categories. The findings indicated that in Doba, public secondary school teachers are pressured by institutional weight. They are forced to use teaching methods that are oriented toward traditional methods, which is Grammar Translation Methods. Conversely, in private schools, teachers adopt a Communicative Language Teaching approach that promotes students’ language skills in all types of situations, such as the ability to request, advise, or negotiate in English. The study shows that the school environment and class size affect the teaching process. Stakeholders must address the class size crisis by building new halls to decongest the classroom environment and provide educational materials to public schools to improve education in Chad.
Keywords: English Language Teaching (ELT), Communicative Language Teaching (CLT), Grammar Translation Method (GTM), Chad
