L’éveil précoce aux langues : le cas du bilinguisme camerounais

Abstract

This research entitled « early language awareness: the case of Cameroon bilingualism », originates from the fact that at the Pilot Linguistic Centre of Yaoundé, many adults come to study languages despite the bilingual nature of the country. From this observation, a question is asked: in what way can the T/L of our official languages be done from the nursery school, such that the learner is able to develop his/her linguistic skills, which will help him/her to interact in both languages. The objectives of this research are multiple: firstly, to come up with some solutions to help make bilingualism a reality in Cameroon; secondly, to suggest that a third educational system be put in place to integrate new strategies for the T/L of English and French at the nursery, and lastly, to propose a series of worksheets and a textbook with songs and tales which will help teachers to create awareness in the young learners of English. As a general hypothesis for this work, we hold that the Cameroonian government is still in search of an appropriate strategy for effective bilingualism because young learners are not sufficiently exposed to second languages in their schools. From this hypothesis, we have outlined some secondary hypothesis. As far as methodology is concerned, we have come up with an observation grid to enable us observe how the English language is being taught in Francophone nursery schools; and an interview grid to interview some parents of young learners. A placement test was also administered to 1st-year students of the Faculty of arts, letters, and human sciences of the University of Yaoundé 1. All these led to the conclusion that young learners are just exposed to the language but are not awoken to it.