FACTORS INFLUENCING THE EFFECTIVENESS OF LANGUAGE TEACHING AND LEARNING IN KISANGANI

Author: Kawayu Moseka Béatrice

ABSTRACT

The effectiveness of language teaching and learning depends on a complex interaction of pedagogical, psychological, sociocultural, technological, and institutional factors. Understanding these variables is essential for designing learning environments that promote successful language acquisition. This article examines key factors that influence language teaching and learning and highlights implications for educators, curriculum designers, and policymakers.

Language teaching and learning constitute essential pillars for academic success, social mobility, and cultural integration, particularly in multilingual societies such as the Democratic Republic of Congo (DRC). In Kisangani, where French functions as the official language of instruction while Lingala and Swahili dominate everyday interactions, learners navigate a complex linguistic environment that directly shapes their acquisition processes. This article examines the diverse factors that influence the effectiveness of language teaching and learning in this unique context, drawing on established theoretical frameworks as well as empirical observations from selected educational institutions in Kisangani.

The study explores pedagogical factors such as teacher training, instructional methodologies, classroom interaction patterns, and assessment practices. It also investigates sociolinguistic influences, including translanguaging practices, language attitudes, and the role of multilingual identity. Institutional and policy-related challenges—such as outdated curricula, insufficient instructional materials, and limited technological resources—are analyzed to highlight their impact on learning outcomes. Furthermore, learner-related characteristics, including motivation, self-efficacy, socioeconomic background, and exposure to media, are examined for their contribution to proficiency development.

To bridge theory and practice, the article incorporates three case studies from secondary schools and the University of Kisangani. These cases reveal discrepancies between policy ambitions and classroom realities, such as predominant use of teacher-centered methods, lack of oral practice opportunities, and inconsistent integration of information and communication technologies (ICTs). Nevertheless, innovative initiatives—such as pilot language laboratories—demonstrate promising improvements in learners’ pronunciation, listening skills, and engagement.

Overall, the findings underscore that effective language education in Kisangani depends on addressing interconnected pedagogical, sociolinguistic, institutional, and technological factors. The study offers concrete recommendations for enhancing teacher training, modernizing curricula, investing in language laboratories, and valuing students’ multilingual repertoires as learning resources. This expanded analysis provides a foundation for future research and policy reforms aimed at strengthening language education in multilingual African contexts.

Keywords: Factors, Effectiveness, Language Teaching, and Language Learning

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