Processus de formation et perception de l’enseignement des langues et cultures nationales par les apprenants : cas des lycées bilingue et classique d’Ebolowa.

Abstract

This study helps to understand how the learner of a language and culture other than Bulu perceives the unique teaching of the Bulu language and culture in the bilingual and classical high schools of Ebolowa, and in particular the issue during the assessments. Cameroon’s strategy of national integration, promotion and popularization of national languages and cultures has been particularly implemented through the educational institution. However, from the height of its approximately two hundred and fifty languages, and the cultural diversity recognized by international society under the label "Africa in miniature", educational policies come up against some pitfalls, particularly the difficulty of satisfying a community as diversified, in a context where the culture, the mother tongue, are not any more but of pride but, awaken sensitivities of any edge to which it is obviously necessary to yield to consolidate the national unity more than dear to our Nation, in any balance. Does the educational institution take into account the aspirations of the learners in the development of teaching content? How can we contribute effectively and equitably to the training of learners through the teaching of LCN? According to theories such as the affordances one, hypotheses have been formulated demonstrating following this study that, the teaching of the only Bulu language and culture among approximately two hundred and fifty, favors certain learners during assessments, at the expense of others. This allowed us to make recommendations to sad situation.