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Author: Jean-Paul Kouega Publisher: GRIN Verlag ISBN: 3346062651 Category : Foreign Language Study Languages : en Pages : 180
Book Description
Scientific Study from the year 2019 in the subject Didactics for the subject English - Pedagogy, Literature Studies, University of Yaoundé 1 (Faculty of Arts), language: English, abstract: This work, which describes the English of these francophone users, comprises an introduction, seven chapters grouped into two parts, and a conclusion. The introduction overviews the historical background of the country and its geographic and linguistic situations. Part One deals with the didactics of English in Cameroon; it comprises three chapters which take up in turn the languages in the education system of the country, the teaching of English in primary and secondary schools as well as tertiary level institutions. Part Two, which tackles the description of the English speech of francophone users, first outlines the research design. Then it takes up the sound system of francophone English, focusing on the realisations of consonants and vowels, and stress placement. Next it examines the vocabulary of this variety of English and finds that it is characterised by an excessive use of direct loan, calque, and false friends. This is followed by a description of the morpho-syntactic features of the variety. The frequent features identified can be grouped under 12 major categories of items, i.e., verb tenses, articles, the plural form in noun phrases, pronouns, word order, subject-verb agreement, adverbs, prepositions, question formation, negation, verbs in embedded clauses, and serial verbs. Lastly, drawing from the findings outlined in these linguistic analyses, the researcher makes an appraisal of Cameroon’s French-English official bilingualism policy. The various measures taken over the years by Government to promote official bilingualism are evaluated first. Then the consequences of the failure of this policy are considered. Finally a way forward is proposed: there is a need to adopt a new syllabus purposely designed to enhance bilingual competence among francophones in the country. Francophone English as Kouega notes, is a dialect of English that is developing in a number of Expanding Circles countries where French has hitherto been the sole or primary medium of instruction. In Cameroon, francophone children learn English as a subject from primary school alongside other subjects like geography, which are taught in French. English is taught as a subject from the primary to the tertiary level of education. It is taught in all schools as part of the implementation of the country’s French-English official bilingualism policy that was adopted in 1961 when French Cameroon and English Cameroon united to form a federal state.
Author: Jean-Paul Kouega Publisher: GRIN Verlag ISBN: 3346062651 Category : Foreign Language Study Languages : en Pages : 180
Book Description
Scientific Study from the year 2019 in the subject Didactics for the subject English - Pedagogy, Literature Studies, University of Yaoundé 1 (Faculty of Arts), language: English, abstract: This work, which describes the English of these francophone users, comprises an introduction, seven chapters grouped into two parts, and a conclusion. The introduction overviews the historical background of the country and its geographic and linguistic situations. Part One deals with the didactics of English in Cameroon; it comprises three chapters which take up in turn the languages in the education system of the country, the teaching of English in primary and secondary schools as well as tertiary level institutions. Part Two, which tackles the description of the English speech of francophone users, first outlines the research design. Then it takes up the sound system of francophone English, focusing on the realisations of consonants and vowels, and stress placement. Next it examines the vocabulary of this variety of English and finds that it is characterised by an excessive use of direct loan, calque, and false friends. This is followed by a description of the morpho-syntactic features of the variety. The frequent features identified can be grouped under 12 major categories of items, i.e., verb tenses, articles, the plural form in noun phrases, pronouns, word order, subject-verb agreement, adverbs, prepositions, question formation, negation, verbs in embedded clauses, and serial verbs. Lastly, drawing from the findings outlined in these linguistic analyses, the researcher makes an appraisal of Cameroon’s French-English official bilingualism policy. The various measures taken over the years by Government to promote official bilingualism are evaluated first. Then the consequences of the failure of this policy are considered. Finally a way forward is proposed: there is a need to adopt a new syllabus purposely designed to enhance bilingual competence among francophones in the country. Francophone English as Kouega notes, is a dialect of English that is developing in a number of Expanding Circles countries where French has hitherto been the sole or primary medium of instruction. In Cameroon, francophone children learn English as a subject from primary school alongside other subjects like geography, which are taught in French. English is taught as a subject from the primary to the tertiary level of education. It is taught in all schools as part of the implementation of the country’s French-English official bilingualism policy that was adopted in 1961 when French Cameroon and English Cameroon united to form a federal state.
Author: Ericka A. Albaugh Publisher: Cambridge University Press ISBN: 1139916777 Category : Political Science Languages : en Pages : 337
Book Description
How do governments in Africa make decisions about language? What does language have to do with state-building, and what impact might it have on democracy? This manuscript provides a longue durée explanation for policies toward language in Africa, taking the reader through colonial, independence, and contemporary periods. It explains the growing trend toward the use of multiple languages in education as a result of new opportunities and incentives. The opportunities incorporate ideational relationships with former colonizers as well as the work of language NGOs on the ground. The incentives relate to the current requirements of democratic institutions, and the strategies leaders devise to win elections within these constraints. By contrasting the environment faced by African leaders with that faced by European state-builders, it explains the weakness of education and limited spread of standard languages on the continent. The work combines constructivist understanding about changing preferences with realist insights about the strategies leaders employ to maintain power.
Author: Irene Adiel Mollel Publisher: IPR Journals and Book Publishers ISBN: 9914728707 Category : Education Languages : en Pages : 71
Book Description
TOPICS IN THE BOOK How Communicative Language Teaching Method Activate Students Learning Processes in Secondary Schools in Tanzania The Morphosyntactic Features and Tense Aspect Marking in Samor of Baringo County, Kenya. A Morpho- Phonosyntactic Study Identifying and Overcoming Challenges in Teaching and Learning Pronunciation in an Efl Class: An Experience from Cameroon
Author: Alexandra Esimaje Publisher: Taylor & Francis ISBN: 1000872246 Category : Language Arts & Disciplines Languages : en Pages : 287
Book Description
This book brings together the work of African scholars and educators directly involved in initiatives to improve the teaching and learning of English in higher education across Africa. Offering alternative perspectives across different African countries with examples of decolonised practice in research, the book provides a critical discussion and examples of successful practice in the teaching of English in Africa. Each chapter of the book reports on a specific context and a specific teaching and/or learning initiative in higher education, with emphasis on comparability of information and on clear evaluation and critical analysis of the intervention. The editors offer a thoughtful comparison of different methods, strategies and results to provide an authoritative reference to effective strategies for English teaching and learning. The book paints a cohesive picture of the field of English language teaching in Africa and will be of great interest to researchers, scholars and postgraduate students in the areas of applied linguistics, English teaching and comparative education.
Author: Miriam Ayafor Publisher: Cambridge Scholars Publishing ISBN: 1443879827 Category : Foreign Language Study Languages : en Pages : 195
Book Description
This book describes the English grammar weaknesses manifested in the written work of young Cameroonians in tertiary education. It identifies the areas where the problems are most acute, seeks the reasons for such low grammar competences, and suggests possible solutions to the problems. The Error Analysis Approach suggested by authors like S.P. Corder and J.C. Richards was used to carry out the study. The book will be of interest to all L2 learners and teachers of English, to language policy makers of L2 English, and to all those who wish to see that Standard British English is preserved to a greater extent in English-speaking places outside Britain, despite the on-going indigenisation of this global language.
Author: Paul Nchoji Nkwi Publisher: African Books Collective ISBN: 9956726265 Category : Political Science Languages : en Pages : 598
Book Description
This book presents a series of reflections by Cameroon scholars on a variety of topics associated with regional balance and national integration. The different reflections look for answers to some burning questions of the day such as: Where are we coming from? Where are we going? How are we going where we are going? Have the different state ideologies offered appropriate solutions to the quest for a strong, united, stable and prosperous nation-state? If not, what has gone wrong and why? What can be done to shape the future and accommodate the aspirations of the men and women of Cameroon and of their progeny? The book addresses the issue of national unity and national integration within the context of different political perceptions and visions. It examines the merits and demerits of the policy of regional balance of the Ahmadou Ahidjo years (1960-1982). Focus is also on the underlying flaws of this doctrine and philosophy. The debate also addresses some critical questions of the national integration policy and practices of Paul Biya, President since November 1982. The policy has failed to achieve its stated goals and has ended up in the ethnicisation and polarisation of national life. The future of the Cameroon nation-state, with its rich ethnic and cultural diversity, seems to be in jeopardy as internal forces question the management of civil society by leaders who have lost the sense of justice and equity. Why are there several voices singing the song of destitution and disappointment with the state? Have regionalism and the rhetoric of national integration and balance emerged as untenable polities within a nation-state in search of an identity and responsible leadership? These are some of the questions and issues Cameroonian and Cameroonist scholars have tried to address in this collection of 28 well-researched and outstandingly argued essays.
Author: Janet Enever Publisher: Multilingual Matters ISBN: 1783098333 Category : Language Arts & Disciplines Languages : en Pages : 297
Book Description
This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.
Author: Jean-Paul Kouega
Author: Jean-Paul Kouega
Author: Balbina Ebong
Author: Edna L. Koenig
Author: Ericka A. Albaugh
Author: 
Author: Irene Adiel Mollel
Author: Alexandra Esimaje
Author: Miriam Ayafor
Author: Paul Nchoji Nkwi
Author: Janet Enever