This study explores the knowledge components underlying effective teaching and learning of
English and French languages, by examining the three major components of knowledge that teachers
need to acquire in order to improve their instructional practices and students' academic
achievements. The paper recognizesthe fact that the interplay of teachers' knowledge of the content,
pedagogy and technology put in to action in the classroom goes a long way in determining gains in
language learning. The concepts of content Knowledge (CK), Pedagogical Knowledge (PK),
Pedagogical Content Knowledge (PCK), Technological Pedagogical Content Knowledge (TPCK),
their various sub-components and applicability to different learning situations are discussed. These
interconnected domains of knowledgeare pivotal in the transmission of language concepts,
principles, structures, systems and ideas using appropriate techniques and technology enhanced
devicesthatcan meetstudents' learning needs. None ofthese domains of knowledge can be applied in
isolation of the other, that is why TPCKappears to bemorefavoured by scholarsthan every other
domain.It istherefore concluded that teachers oflanguage need to be well equipped in terms content,
pedagogy and technological based learning devices that can enhance students' academic
achievements.
