Digitalization of the Post-pandemic Language Classroom in Cameroon and the Use of Technology in Teaching: Rethinking Local Policy on Classroom Praxis

Abstract

The digitalization of the language classroom in Cameroon has predominantly been confined to the utilization of the distance learning platform facilitated by the Ministry of Secondary Education. However, this research paper endeavours to transcend the limitations of this narrow perspective by presenting a comprehensive and expansive view of digitalization in the context of language teaching. By exploring the integration of Information and Communication Technology (ICT) tools and other technological innovations, this study critically examines the prevailing local policy in the West Region of Cameroon, which imposes restrictions on the use of technology in traditional language classrooms. In doing so, it advocates for a paradigm shift towards a more innovative and forward-thinking approach to language pedagogy that aligns with the expectations and demands of the 21^st century. By broadening the understanding of digitalization in the language classroom, this research paper seeks to inspire educators, policymakers, and stakeholders to uphold transformative practices that harness the potential of technology to revolutionize language teaching and learning across all regions in Cameroon.