Research Article
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Year 2021, Volume 5, Issue 2, 79 - 84, 28.12.2021
https://doi.org/10.31805/acjes.1025430

Abstract

References

  • Blasius, A.T., & Lando, R. (2017). English in Cameroon: Issues of teacher language proficiency. International Journal of English Language.
  • Blasius, A.T., & Pius, W.A. (2014). Enhancing English language studies in Cameroon: The mother tongue perspective. Department of linguistics/Centre for African languages and cultures. University of Buea, Cameroon.
  • Chiatoh, B.A. (2012). Official bilingualism and the construction of a Cameroonian national identity In George Echu & Augustin A. Ebongué (Eds.) Fifty years of official language bilingualism in Cameroon (1961-2011): Situation, stakes and perspectives (pp. 65-85), Paris: L’Harmattan
  • Chumbow B.S. (1990). “Language and language policy in Cameroon” In Kofele-Kale (Ed.) An African experiment in nation building: The bilingual Cameroon Republic since reunification (pp. 281-311) London: Westview Press.
  • Chumbow, B., S. &Simo-Bobda, A. (1996). ‘The Life cycle of post imperial English in Cameroon: In fishman et al, Post-imperial English: Status of English after colonialism”.J. Berlin, NY: Mouton de Gruyter.
  • Echu, G. (2003). Coping with Multilingualism: Trends in Evolution of Language Policy in Cameroon. Online: http:///web.fuberlin.de/phin/phin25/p25t2.htm retrieved 07/09/07
  • Ekembe, E.E. (2013). English as a foreign language at the University of Yaounde1: Attitudes and pedagogic practices. English Language Teaching; Vol. 6, No. 3, 25-35. Eloundou, V. (2021). Les langues nationales du Cameroun et le Camfranglais au coeur des representations glottophobes et glottophiles. Aufgelistet in ERIH: European Reference Index for the Humanities VertragspartnerInnen: Österreichische Nationalbibliothek, CNKI Fontem, N. (2012). Investigating modes of language acquisition and proficiency. Miraclaire Publishing; Kansas
  • Fontem, N.A., & Oyetade, S.O. (2005). Declining Anglophone English language proficiency in Cameroon: What factors should be considered? Globalization and the African experience: Implications for language, literature and education. University of Buea, Cameroon.
  • Gonondo. N., & Djiraroe, M.C. (2016). The challenge of saving two languages in Cameroon higher education: The case of the public Universities. Asian Journal of Social Sciences, Arts and Humanities 4.3: 38-46.

Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level

Year 2021, Volume 5, Issue 2, 79 - 84, 28.12.2021
https://doi.org/10.31805/acjes.1025430

Abstract

The merits of cultural and linguistic diversity are often praised across the world. This setting is very present in Africa in general and in Cameroon in particular, a country with 285 local languages two official languages, English and French, and several lingua francas that are experiencing a rapid rise. While the governmental and scientific effort in setting up what we call a triangular language education system (mother tongue + L2 + L3) is to be commended, it is worth looking at their distribution and use in everyday life to see whether they benefit academics, and whether the results are in line with the expectations of policy makers. This research looks at the health of the teaching of English as a second language in Cameroon's multilingual education system and tries to identify factors that may constrain its implementation. The questionnaire administered to 53 ESL teachers from a variety of backgrounds allowed us to conclude that learning ESL in Cameroon is easier when one has some mastery of one's L1 (local language). The absence of a single national language is a hindrance to linguistic development in schools, but if standardized, the CPE could be a solution.

References

  • Blasius, A.T., & Lando, R. (2017). English in Cameroon: Issues of teacher language proficiency. International Journal of English Language.
  • Blasius, A.T., & Pius, W.A. (2014). Enhancing English language studies in Cameroon: The mother tongue perspective. Department of linguistics/Centre for African languages and cultures. University of Buea, Cameroon.
  • Chiatoh, B.A. (2012). Official bilingualism and the construction of a Cameroonian national identity In George Echu & Augustin A. Ebongué (Eds.) Fifty years of official language bilingualism in Cameroon (1961-2011): Situation, stakes and perspectives (pp. 65-85), Paris: L’Harmattan
  • Chumbow B.S. (1990). “Language and language policy in Cameroon” In Kofele-Kale (Ed.) An African experiment in nation building: The bilingual Cameroon Republic since reunification (pp. 281-311) London: Westview Press.
  • Chumbow, B., S. &Simo-Bobda, A. (1996). ‘The Life cycle of post imperial English in Cameroon: In fishman et al, Post-imperial English: Status of English after colonialism”.J. Berlin, NY: Mouton de Gruyter.
  • Echu, G. (2003). Coping with Multilingualism: Trends in Evolution of Language Policy in Cameroon. Online: http:///web.fuberlin.de/phin/phin25/p25t2.htm retrieved 07/09/07
  • Ekembe, E.E. (2013). English as a foreign language at the University of Yaounde1: Attitudes and pedagogic practices. English Language Teaching; Vol. 6, No. 3, 25-35. Eloundou, V. (2021). Les langues nationales du Cameroun et le Camfranglais au coeur des representations glottophobes et glottophiles. Aufgelistet in ERIH: European Reference Index for the Humanities VertragspartnerInnen: Österreichische Nationalbibliothek, CNKI Fontem, N. (2012). Investigating modes of language acquisition and proficiency. Miraclaire Publishing; Kansas
  • Fontem, N.A., & Oyetade, S.O. (2005). Declining Anglophone English language proficiency in Cameroon: What factors should be considered? Globalization and the African experience: Implications for language, literature and education. University of Buea, Cameroon.
  • Gonondo. N., & Djiraroe, M.C. (2016). The challenge of saving two languages in Cameroon higher education: The case of the public Universities. Asian Journal of Social Sciences, Arts and Humanities 4.3: 38-46.

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Articles
Authors

Franck Jordan FEZEU MOLAPING
ISTANBUL AYDIN UNIVERSITY
0000-0002-0888-6745
Türkiye


Türkay BULUT (Primary Author)
İSTANBUL AYDIN ÜNİVERSİTESİ
0000-0003-0711-6869
Türkiye

Publication Date December 28, 2021
Published in Issue Year 2021, Volume 5, Issue 2

Cite

Bibtex @research article { aebd1025430, journal = {Academy Journal of Educational Sciences}, eissn = {2602-3342}, address = {akademiegitimbilimleri@gmail.com}, publisher = {Abdullah KALDIRIM}, year = {2021}, volume = {5}, number = {2}, pages = {79 - 84}, doi = {10.31805/acjes.1025430}, title = {Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level}, key = {cite}, author = {Bulut, Türkay} }
APA Fezeu Molapıng, F. J. & Bulut, T. (2021). Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level . Academy Journal of Educational Sciences , 5 (2) , 79-84 . DOI: 10.31805/acjes.1025430
MLA Fezeu Molapıng, F. J. , Bulut, T. "Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level" . Academy Journal of Educational Sciences 5 (2021 ): 79-84 <http://journal.acjes.com/en/pub/issue/67332/1025430>
Chicago Fezeu Molapıng, F. J. , Bulut, T. "Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level". Academy Journal of Educational Sciences 5 (2021 ): 79-84
RIS TY - JOUR T1 - Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level AU - Franck Jordan Fezeu Molapıng , Türkay Bulut Y1 - 2021 PY - 2021 N1 - doi: 10.31805/acjes.1025430 DO - 10.31805/acjes.1025430 T2 - Academy Journal of Educational Sciences JF - Journal JO - JOR SP - 79 EP - 84 VL - 5 IS - 2 SN - -2602-3342 M3 - doi: 10.31805/acjes.1025430 UR - https://doi.org/10.31805/acjes.1025430 Y2 - 2021 ER -
EndNote %0 Academy Journal of Educational Sciences Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level %A Franck Jordan Fezeu Molapıng , Türkay Bulut %T Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level %D 2021 %J Academy Journal of Educational Sciences %P -2602-3342 %V 5 %N 2 %R doi: 10.31805/acjes.1025430 %U 10.31805/acjes.1025430
ISNAD Fezeu Molapıng, Franck Jordan , Bulut, Türkay . "Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level". Academy Journal of Educational Sciences 5 / 2 (December 2021): 79-84 . https://doi.org/10.31805/acjes.1025430
AMA Fezeu Molapıng F. J. , Bulut T. Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level. ACJES. 2021; 5(2): 79-84.
Vancouver Fezeu Molapıng F. J. , Bulut T. Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level. Academy Journal of Educational Sciences. 2021; 5(2): 79-84.
IEEE F. J. Fezeu Molapıng and T. Bulut , "Teaching ESL in a Multilingual Context: a Case Study of Cameroonian Students at High School Level", Academy Journal of Educational Sciences, vol. 5, no. 2, pp. 79-84, Dec. 2021, doi:10.31805/acjes.1025430