This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, t...This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, the current choice of language for education （English） is well motivated. The methodology employed is a socio-lin some randomly selected urban centers in Cameroon for example, Buea, Bamenda, Kumba, guistic survey of etc.. The results suggest among other things： （1） that Cameroon is a highly multilingual country with over 280 home languages and （2） that while English is the language for Anglophone education, Pidgin English is actually the predominant language and the first language for most Anglophones. Based on these findings, the author proposes Pidgin English as the choice language for early education in Anglophone Cameroon （the southwest and northwest regions）. Pidgin English is the only language which expresses Cameroonian reality. It is spoken by more than 70% of the population. It is the only language that is not associated with a particular tribe, religion, or with a specific colonial government.展开更多
This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied...This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning展开更多
文摘This paper seeks to do three things： （1） examine the linguistic situation of Cameroon; （2） identify the language（s） used in education; and （3） discuss whether in the light of the social linguistic evidence, the current choice of language for education （English） is well motivated. The methodology employed is a socio-lin some randomly selected urban centers in Cameroon for example, Buea, Bamenda, Kumba, guistic survey of etc.. The results suggest among other things： （1） that Cameroon is a highly multilingual country with over 280 home languages and （2） that while English is the language for Anglophone education, Pidgin English is actually the predominant language and the first language for most Anglophones. Based on these findings, the author proposes Pidgin English as the choice language for early education in Anglophone Cameroon （the southwest and northwest regions）. Pidgin English is the only language which expresses Cameroonian reality. It is spoken by more than 70% of the population. It is the only language that is not associated with a particular tribe, religion, or with a specific colonial government.
文摘This paper reports on seven years of collaborative research with the Department for Education and Child Development. The longitudinal study examines the impact ofa multilingual literacy approach as it has been applied in the teaching of French, German, Indonesian, Italian, Japanese, and Spanish across 12 different schools in South Australia. The move to introduce the study of additional languages in Australian primary schools has yet to establish wide-ranging and on-going student engagement and often fails to progress students beyond simple pragmatic language use. It is argued that a new approach integrates languages in daily classroom literacy practices can redress this situation： a multilingual literacy approach. The theoretical framework that drives this approach draws from the notions of universality and transfer that are established in the literature. A critical realist paradigm provided a framework for integrating research methods： employing contingency theory and pragmatic methods of philosophy also ensured that values and hermeneutics were not sidelined in the explanation of the study＇s acts and outcomes. This longitudinal study demonstrates that when the aforementioned theoretical notions bridge the research-practice divide and are adopted into daily classroom teaching and learning activities, there is a qualitative and quantitative improvement in students＇ literacy learning
