La langue bafia et enseignement/apprentissage du français/ l’anglais en contexte camerounais : cas de l’école publique de Messangsang et de Rionong.

Abstract

This work, which revolves around a Cameroonian language including Bafia, is interested in the impact of this in teaching/learning French/English in primary educational context in Cameroon. It is part of a theoretical framework of didactics languages while opening up to Guillaumian linguistics, to better understand the cognitive mechanisms implemented in learners in the process of learning two official languages aroused, from the Bafia language (L1). Here is taken into account both the significant memory plan of the learners L1 and the socio-cultural realities of their learning universe. Therefore, this study is concerned with the crucial role of local language (like L1) in facilitating the acquisition of linguistic and communication skills of French/English in classroom practices. The main hypothesis to this effect is that, the Bafia language mainly would allow optimal didactisation of the above-mentioned languages in identified context. Thus, using an oral and written corpus, copies from constructed questionnaires addressed to teachers and the description of students, this reflection succeeded in validating the initial hypothesis put forward. Our work is made up of two parts of two chapters each. The first part is concerned on the definition-theorico-methodological framework and inventory. The first chapter clarifies and determine the framework, data base/methodological. The second is based on the inventory of language in the Bafia zone of Cameroon. As for the second part, it talks about the Bafia language and teaching/learning of official languages. To end, the last chapter deals with the contextualisation of didactics of French and English and inventory.