[ Enjeux de l'aménagement linguistique dans le milieu scolaire à Yaoundé ]
Volume 17, Issue 1, August 2015, Pages 219–229
Marie Liliane DIBOMA1
1 Centre Nationale d'Education, Ministère de la Recherche Scientifique et de l'Innovation, Cameroon
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Language management in Cameroon and its challenges for the Cameroonian school is an always topical subject, more than fifty years after reunification. The formalization of French and English helped relegate local languages to a domestic role. What has caused the death of several of them. To preserve the national heritage, and promote these languages, the Government has decided to introduce them into education. The words of this article, built from the perspective of linguistic development and which is essentially based on field investigations and a multidisciplinary approach, is to analyze the implications of the teaching of the national languages in school, under the perception that children have of the languages of their environment. On the one hand, the results obtained show that representations and family attitudes towards native languages have consequences on representations and attitudes of students towards these languages, and their level of proficiency in these languages; On the other hand, students place great importance to the status of languages. It thus follows the need to legitimize the relationship with these native languages to promote the success of such an undertaking.
Author Keywords: Attitudes, Representations, Perception, National language, Official language, Linguistic.
Volume 17, Issue 1, August 2015, Pages 219–229
Marie Liliane DIBOMA1
1 Centre Nationale d'Education, Ministère de la Recherche Scientifique et de l'Innovation, Cameroon
Original language: French
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
Language management in Cameroon and its challenges for the Cameroonian school is an always topical subject, more than fifty years after reunification. The formalization of French and English helped relegate local languages to a domestic role. What has caused the death of several of them. To preserve the national heritage, and promote these languages, the Government has decided to introduce them into education. The words of this article, built from the perspective of linguistic development and which is essentially based on field investigations and a multidisciplinary approach, is to analyze the implications of the teaching of the national languages in school, under the perception that children have of the languages of their environment. On the one hand, the results obtained show that representations and family attitudes towards native languages have consequences on representations and attitudes of students towards these languages, and their level of proficiency in these languages; On the other hand, students place great importance to the status of languages. It thus follows the need to legitimize the relationship with these native languages to promote the success of such an undertaking.
Author Keywords: Attitudes, Representations, Perception, National language, Official language, Linguistic.
Abstract: (french)
L'aménagement linguistique au Cameroun et ses enjeux pour l'école camerounaise est un sujet toujours d'actualité, plus de cinquante ans après la réunification. L'officialisation du français et de l'anglais a contribué à reléguer les langues locales à un rôle domestique. Ce qui a entrainé la mort de plusieurs d'entre elles. Afin de préserver le patrimoine national, et promouvoir ces langues, le gouvernement a décidé de les introduire dans l'enseignement. Le propos de cet article, construit sous l'angle de l'aménagement linguistique et qui s'appuie essentiellement sur des enquêtes de terrain et une approche pluridisciplinaire, est d'analyser les implications de l'enseignement des langues nationales à l'école, au regard de la perception que les enfants ont des langues de leur entourage. Les résultats obtenus révèlent d'une part que, les représentations et les attitudes familiales à l'égard des langues d'origine ont des conséquences sur les représentations et les attitudes des élèves à l'égard de leurs langues d'origine, et leur niveau d'aptitude dans ces langues ; D'autre part, les élèves accordent beaucoup d'importance au statut des langues. Il en résulte donc, la nécessité de légitimer la relation avec ces langues maternelles pour favoriser le succès d'une telle entreprise.
Author Keywords: Attitudes, représentations, perception, langue nationale, langue officielle, Linguistique.
How to Cite this Article
Marie Liliane DIBOMA, “The issues of linguistic development in school in Yaoundé,” International Journal of Innovation and Scientific Research, vol. 17, no. 1, pp. 219–229, August 2015.
