The Action-Oriented Approach to the Teaching-Learning of English in Côte D’Ivoire: Contribution to the Development of Learners’ Entrepreneurial Culture

Yesonguiedjo YEO


This paper theoretically analyses the contribution of Action-oriented Approach to teaching and learning English regarding learners’ appropriation of entrepreneurial culture. The aim is to finally suggest the adoption of that approach in the teaching and learning of English in Côte d’Ivoire given the country’s strong desire to promote entrepreneurial culture. The paper seeks to answer the following questions: What are the principles of the Action-oriented approach? How does this approach set field for the appropriation of entrepreneurial culture? The analysis starts with the review of actions taken by Ivorian authorities to promote entrepreneurial culture since its independence. It then focuses on the characteristic features of entrepreneurial culture, and the principles of Action-oriented Approach before moving to the implication of Action-oriented Approach in the appropriation of entrepreneurial competence. The conclusions revealed three core entrepreneurial skills that could be appropriated by English language learners following an Action-oriented Approach. First, adopting an Action-oriented Approach to English language teaching-learning ensures the development of risk-taking and decision-making skills by the learner. Second, the Action-oriented Approach to English language teaching and learning facilitates the development of learners’ capacity to innovate. Third and final, teaching English from an action-oriented perspective helps develop learners’ ability to identify business opportunities and make use of them to manufacture a concrete product.

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