The methodologies that are used in teaching the Italian language are important because they
make it possible for the people to understand its importance in their life. This paper is an
assessment of the major methodologies that are used in teaching the Italian language in
Cameroon. The study also assesses their strengths and weaknesses as a way of finding out how
useful they are in the learning process. This section will, therefore, introduce what is supposed
to be done during the research.
The research will be aimed at answering the following questions:
1. What are the major teaching approaches used in teaching the Italian Language in Cameroon?
2. What are the major teaching approaches used in teaching the Italian language in other
3. Which teaching approaches are more effective in teaching the language?
1. To understand the teaching approaches that are used in teaching the Italian language in
2. To understand the teaching approaches that are used in teaching the language in other
3. Assess the effectiveness of the methodologies used in teaching the Italian language.
The research will utilise secondary data collected through a systematic review of the literature.
An online search will be conducted on the Google Scholar database. The papers that meet the
inclusion criteria will then be included in the research and be used in answering the research
questions. The research will also assess the weaknesses that the approaches have with regards to
the promotion of the language among the people in society.
Data analysis and interpretation
The data will be analysed by analysing the trends in the results that have been found in the
This will be a discussion of the results that have been found in the research. At times the
methodology may not be included, but the discussion must be included to assess the views that
the researcher holds with regards to the methodologies that are used in teaching the Italian
language and how effective they are in teaching the language.
Conclusions and Recommendations
The section will include the personal thoughts of the author with regards to the research that has
been conducted and the results that have been found. The recommendations will approve or
disapprove the teaching methods that are used in teaching the language. The information is
therefore important for the people teaching the language.
Ngomo, P. (2011). Exploring new pedagogical approaches in the context of multilingual
Cameroon. Language policy for the multilingual classroom: Pedagogy of the possible, 128-145.
Johnson, K. (2017). An introduction to foreign language learning and teaching. Routledge.
Taylor-Leech, K., & Liddicoat, A. J. (2014). Macro-language planning for multilingual
education: focus on programmes and providers. Current Issues in Language Planning, 15(4),