Inclusive Teaching Practices, Minimizing Violence and Enhancing Learning in the Cameroonian School Melieu

Nicoline Agbor Tabe, Seino Evangeline Agwa Fomukong


This paper investigated Inclusive Teaching Practices by English Language instructors and its role in minimizing violence and enhancing learning in the classroom. Through the use of a questionnaire strategy and using well-known principles of Rogers’ client-centred therapy and Inclusive school theory of Mel Ainscow and Tony Booth, data was designed and administered to English language instructors in some three secondary schools (GBHS Bafang, GBHS Bamenda and GTHS Maroua) randomly selected from three regions in Cameroon which had generated discussion on the subject matter. Findings revealed that most English language instructors have never participated in workshops or career development courses on special needs education, inclusive teaching and differentiation and so, have not acquired the competence needed in inclusive teaching. Further findings showed that, most teaching is not inclusive, humanistic and holistic and thus creates tension, frustration, isolation, humiliation and no sense of belonging of students with impairments. Such environment breathes hatred, hate speech and violence. Recommendations have been made to the ministries of Education in Cameroon, teachers’ training colleges, school administrators and teachers to redress the situation.

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Copyright (c) 2020 Nicoline Agbor Tabe, Seino Evangeline Agwa Fomukong

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International Journal of English Language Education    E-mail:    Copyright © Macrothink Institute    ISSN 2325-0887

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