Forty years of official bilingualism in cameroon

Kouega, Jean-Paul

doi:10.1017/s0266078400011251

Cited by 25 publications

(13 citation statements)

References 2 publications

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“…MINEDUC [3]). Other evaluations were made by a number of researchers, among others: Constable [4], Tchoungui [5], Kouega [6,2,7,8,9], Biloa [10], Echu [11], Simo Bobda [12], Ombouda Onana [13], Sokeng Piewo [14], and Kouega and Sokeng Piewo [15]. Their findings revealed that the official bilingualism policy fails to produce bilingual Cameroonians.…”

Section: Background To the Studymentioning

confidence: 99%

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

Kouega¹

2018

IJLL

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This paper examines the English spoken productions of primary school teachers and their graduating pupils in Cameroon, with the aim of checking how much English is learnt by the time the primary child moves to the secondary education level. The data came from classroom observations, tape-recording of lessons as they were taught and a spoken performance test taken by the pupils. The work is couched within the structural approach to phonology, and the error analysis and the contrastive methods of analysis were used to describe the data. A number of interesting findings were obtained. First, francophone primary school teachers in Cameroon are not proficient in English and they cannot therefore teach the subject even though they were summoned to do it. Second, many francophone primary school pupils learn very little English and, as a result, secondary school teachers have no choice but to start the English subject from scratch. Characteristically, these pupils' spoken productions exhibit various features at the level of consonants like substitution, cluster simplification and realisation of silent letters. At the vocalic level, spelling pronunciation causes monophthongs to be replaced by foreign sounds, and diphthongs and triphthongs to be monophthongised. Most interestingly, vowel nasalization is systematic in specific contexts.

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Section: Background To the Studymentioning

confidence: 99%

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

Kouega¹

2018

IJLL

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“…(2) What are the differences of leadership styles of principals as perceived by principals and teachers in both public and private schools? (3) What are student perceptions of the type of leadership their principal portrays?…”

Section: Research Questionsmentioning

confidence: 99%

“…This trend is notable in larger cities, especially in Yaoundé, where many Anglophone schools are overwhelmed by the high demand from Francophone parents. To this effect, Kouega [2] argued that choosing English and the Anglophone system of education by French speaking Cameroonians is because of unique advantage of the language. Achimbe [3] also ascertained that the demand for English education is not born of new positive attitudes toward English speaking Cameroonians but is instead an endeavour to benefit from the advantages related to English proficiency.…”

Section: Introductionmentioning

confidence: 99%

Leadership Style: School Perspective in Cameroon

Wirba

2015

Education Research International

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This paper examines leadership styles of secondary school principals in Cameroon, in terms of transformational, transactional, and laissez-faire leadership styles. This paper discusses the leadership styles in Cameroon and puts forward ideas for continuous improvement. A qualitative approach, using a semistructured interview, was adopted. It was conducted on ten principals, ten teachers, and ten students. Majority of respondents from schools described their principals as transformational leaders. Doubts are cast on the nature of transformational leadership in schools in Cameroon, since there is less training and development for leadership in schools.

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“…At tertiary level, students take different directions according to their chosen subjects: science-oriented students register in science faculties while arts-oriented students go to arts, law, or economics faculties (for language problems faced by Anglophone students at tertiary level in Cameroon, see among other works, Kouega, 1999aKouega, , 2007aKouega, , 2008. In short, the English language syllabus prepares the ground for learners' low performance in the spoken English skill in general and in accuracy in speaking in particular.…”

Section: English In Education In Cameroonmentioning

confidence: 99%

RP and the Cameroon English Accent: An Overview

2013

UCFL

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This paper examines the acrolectal variety of L2 (Second Language) English in Cameroon (CamE for short), with a view to identifying its characteristic segmental features. The setting of the research is Cameroon, a Central African country sharing borders with Nigeria, Chad, and the Central African Republic. In this country, English and French are joint official languages, with the Anglophone community following the English educational system and the Francophone community the French educational system. The focus of the study is on the English of Anglophone speakers. The data, which were collected through recordings, are produced by highly educated users of CamE (teachers, medical doctors, journalists, etc.), and the reference model used for the analysis is RP (Received Pronunciation) English, which is the model adopted for education in the country.The framework of analysis is mainly structural, though insight from the generative approach is occasionally used to explain some generalisations. The findings reveal that the L2 English accent in Cameroon exhibits a dominant feature known as spelling pronunciation. English words tend to be pronounced as their orthography suggests, which causes such word pairs as tree/three, bet/birth, was/worse, etc., to be homophonous. Consonant clusters tend to be simplified while vowel lengthening tends not to be observed. As central vowels are hardly realized, peripheral vowels tend to occur more frequently than they do in native accents. This way of speaking, which is being transmitted intergenerationally through education, is so widespread that efforts to change it are doomed to fail.

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Forty years of official bilingualism in cameroon

Abstract: An appraisal of the promotion of a policy of official French/English bilingualism in operation since 1961

Cited by 25 publications

References 2 publications

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

Leadership Style: School Perspective in Cameroon

RP and the Cameroon English Accent: An Overview

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Forty years of official bilingualism in cameroon

Abstract: An appraisal of the promotion of a policy of official French/English bilingualism in operation since 1961

Cited by 25 publications

References 2 publications

The English Speech of Francophone Primary School Teachers and &lt;i&gt;Cours Moyen Deux (CM2) &lt;/i&gt; Pupils in Cameroon

The English Speech of Francophone Primary School Teachers and &lt;i&gt;Cours Moyen Deux (CM2) &lt;/i&gt; Pupils in Cameroon

Leadership Style: School Perspective in Cameroon

RP and the Cameroon English Accent: An Overview

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The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon

The English Speech of Francophone Primary School Teachers and <i>Cours Moyen Deux (CM2) </i> Pupils in Cameroon