1

UNIVERSITY OF BUEA

FACULTY OF ARTS

DEPARTMENT OF ENGLISH

A REPORT PRESENTED TO THE FACULTY OF ARTS IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR A DEGREE OF BACHELOR

OF ARTS IN BILINGUAL STUDIES

BY

MOHAMADOU MOUBARAK

10A392

SUPERVISOR: JUNE 2013

Mrs. AYUK-ETANG ELIZABETH

REPORT ON THE 2012-2013

IMMERSION PROGRAMME

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UNIVERSITY OF BUEA

FACULTY OF ARTS

DEPARTMENT OF ENGLISH

A REPORT PRESENTED TO THE FACULTY OF ARTS IN PARTIAL

FULFILMENT OF THE REQUIREMENTS FOR A DEGREE OF BACHELOR

OF ARTS IN BILINGUAL STUDIES

BY

MOHAMADOU MOUBARAK

10A392

SUPERVISOR: JUNE 2013

Mrs. AYUK-ETANG ELIZABETH

REPORT ON THE 2012-2013

IMMERSION PROGRAMME

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CERTIFICATION

This is to certify that the work entitled Report on the 2012-2013 Immersion

Programme is

the original work of Mohamadou Moubarak (10A392).

Signature_______________ Date________________

Supervisor: Mrs. AYUK-ETANG ELIZABETH

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Dedication

To my two precious Pearls—my Mom and Dad—who have

Unconditionally

Been a rock of stability towards my success.

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ABSTRACT

This report is a record of my learning experiences during my linguistic internship in

English in Buea. It provides information about the academic activities I participated in at UB,

accounts of my field trip to Government Technical High School and other institutions I

visited, and social events I attended in Buea. Report on the 2012-2013 Immersion

Programme therefore stands as a diary of what I have learned and heard, seen and felt,

done and thought of during my stay in Buea.

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ACKNOWLEDGEMENTS

I would like to thank my Supervisor, Mrs. Ayuk-Etang Elizabeth for her assistance in

terms of advice, suggestions and corrections which contributed significantly to the success

of this report. My special appreciation goes to our coordinator, Mrs.Titanji Beatrice, for her

commitment to making this year Immersion Programme a real success.

The Vice principal of GTHS, Mr. Ngoa, who took good care of me there; the teachers

and the students with whom I have worked, all have taught me something—both

academically and socially. I am deeply grateful and indebted to each and every one of them.

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TABLE OF CONTENTS

i. Certification……………………………………………………………………………………….

iii

ii. Dedication ….…………………………………………………………………………............

iv

iii. Abstract....................………………………………………………………………………….

v

iv. Acknowledgements.……………………………………………………………….…………

vi

v. Table of Contents….…………………………………………………………………………...

vii

1. General Introduction………………………………………………………………………….

1

1.1. Background……………………………………………………………………………...

1

1.2. Introduction……………………………………………………………………………..

3

2. Academic Activities at UB ………………………………………………………………….

4

2.1. My Trip to Buea…………………………………………………………………………

4

8

2.2. Orientation Day for 2012-2013 Immersion Programme…………….

5

2.3. First Classes at UB……………………………………………………………………..

7

2.4. Lectures at UB…………………………………………………………………………..

8

3. Field work at GTHS…………………………………………………………………………….

9

3.1. Location of GTHS……………………………………………………………………….

9

3.2. Organisation Chart of GTHS……………………………………………………….

10

3.3. Classes Attended at GTHS………………………………………………………….

11

3.3.1. Science of Equipment and Lodging……………………………...

11

3.3.2. Mother and Childcare ………………………………………………...

12

3.4. Workshops Attended at GTHS……………………………………………………

13

3.4.1. Clothing Industry…………………………………………………………

13

3.4.2. Cookery Laboratory…………………………………………………..

14

3.5. Encounter with the Discipline Master……………………....................

17

9

3.6. Encounter with the School Cooperative President…………………….

18

4. Visits to Additional Institutions………………………………………………………….

19

4.1. Advanced School of Translation and Interpretation…………………..

19

4.2. Buea Regional Linguistic Centre…………………………………………………

20

5. Socialisation………………………………………………………………………………………..

23

5.1. Staff Socials at GTHS…………………………………………………………………

23

5.2. National Day in Buea………………………………………………………………..

24

5.3 Students Challenge Competition ……………………………………………….

25

6. Conclusions…………………………………………………………………………………...…….

28

7. Recommendations………………………………………………………………………………

29

8. Bibliography………………………………………………………………………………………... 30

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1. GENERAL INTRODUCTION

1.1. BACKGROUND

Cameroon is a country where English and French are both used as official languages. A

department of Bilingual Studies was therefore created at the then University of Yaoundé to

train students in English and French. Students from this prestigious department in their final

year follow a programme called Immersion Programme abroad. Before the economic crisis

of 1990, students with a Francophone background were sent to England for Immersion

Programme in English while their Anglophone counterparts went to France for the same

programme in French. This programme was held on for quite a long period of time until

1990 when a crisis broke up the economic backbone of Cameroon, making it subsequently

impossible for the country to afford sending students abroad. Now, Cameroon has to rely

on her available State universities to carry on with the Immersion Programme. The

University of Yaoundé I started to share exchange programmes with other State’s

institutions of higher learning. The most recent one is a Memorandum of Understanding

(MOU) signed between the University of Yaoundé I (UYDE I) and the University of Buea (UB)

three years ago. As a result, instead of students going to England, and France respectively

Francophone bilingual students from University of Yaoundé I rather join their bilingual

mates (with a Baccalaureat) of University of Buea for their Immersion Programme in

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English, while their Anglophone counterparts from Buea go to Yaoundé to also meet their

mates (with a GCE A level) for Immersion Programme in French.

After I graduated from high school, I applied for Bilingual Studies at the University of

Yaoundé I in 2010. At that time, I did not know that there was already a set programme that

requires me to travel to Buea. All I knew was that within three years, if things go well as

expected, I would graduate in 2013. I first learned about the Immersion Programme when I

was in my second year at the university. At the first place I was surprised—for I have never

heard of it before—and then frightened by a trip that will distance me further from my

parents. Anyway, I have no choice but go for it, I told myself. So, during a trip to my

hometown for the summer holiday of 2012 I informed my parents of the Buea trip. And I

explained to them this trip will entail extra expenditure, for it required a lot of

preparations."Don’t worry, my son, we will provide you with any financial support you

would need," my father reassured me.

Soon after I was through with examinations of the first semester in February 2013, I

started to prepare myself by reading more periodicals and books in English, given that my

immersion programme targets the English language. I read Dreams From My Father by

Barack Obama;My Son’s Story, and The Pick Up both written by Nadine Gordimer;

Interpreter of Maladies, and Unaccustomed Earth by Jhumpa Lahiri—to enlarge my English

vocabulary; The Elements of Style by William Strunk Jr.—in preparation of my report writing.

Often times, I read blog entries of the American Peace Corps volunteers on the internet

with the aim of enlarging my vocabulary and broadening my perspective about the world.

Obviously, I prepared my trip to Buea more academically and psychologically than

materially, as the material part would be covered up by my parents.

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1.2. INTRODUCTION

The word immersion is a noun derived from the verb to immerse. Immerse comes

from Middle English word immersed, which means embedded deeply. Immersed derives

from Latin immerses, past participle of immegere.Immegere is made up of the prefix im-

(in)+megere(plunge or dip).Thus, Immegere means to plunge into or engage wholly or

deeply into something. Immersion in English language is a method of teaching English

which, technically, consists in surrounding students with English in both in- and out-class

activities,i.e, students are encouraged to use English as much as possible, to attend social

events (conferences,meetings,etc,)where English is the dominant language of

communication. The aim is to acquaint students with the language in its different oral and

written forms—and to broaden and sharpen their reasoning abilities in English.

In both UYDE I and UB this programme is part of the requirements for a BA in English

and French. Students participating in this programme should score 30 credits in exams

organised by the aforementioned universities before obtaining their first degree. At the end

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of the programme, they are equally expected to write a report within which they give an

account of their various learning experiences during their internship.

2. ACADEMIC ACTIVITIES AT UB

2.1. MY TRIP TO BUEA

On March 28, 2013 I knew that I would travel to Buea throughout the week, but I was

not sure which day, specifically. On Thursday morning my uncle called and gave me the

contact of my future hosting family in Buea, confirming my departure that day, since that

contact was all what I was waiting for. The prospect of my life in Buea left me with

bittersweet emotions whenever it crossed my mind. On one hand, I was excited to live—for

the first time in my life—in an environment where English is dominant, to speak with

strangers in English mostly, to taste Anglophone traditional dishes, and above all to sleep at

the foot of Mount Cameroon; I was a little bit afraid and anxious of the challenges that

would either make me a better or worse person, on the other.

Around 2 PM I was lining up to buy my ticket at the Musango travel agency. I was told

that our departure is scheduled around 3 PM, but the van did not move an inch until 4

PM.The delay shocked me a bit, for I realised that leaving Yaoundé around 4 PM literally

meant there was no chance for me to see Buea, for the first time in my life, in daylight.

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In Douala, we (the travelers) were welcomed with a highly heavy traffic jam. We spent

more than an hour before we were able to cross the bridge. I was absolutely amazed by my

country’s longest bridge, the Wouri Bridge. It is both beautiful and frightening at the same

time. On its left side, I saw very calm water flowing; the beautifully multicoloured sparkling

lights on the right with many boats covering the water. On the way to Buea I could see

many structurally planted trees in miles away. Then the CDC (Cameroon Development

Corporation) plantations emerged. It is a veritable sea of banana trees covering many

hectares of land. We arrived in Buea around 10 PM. Cool, noiseless, and safe—these were

my first impressions of Buea. When I got out of the van, my future roommate was standing

there waiting for me.

2.2. ORIENTATION DAY FOR THE 2012-2013 IMMERSION PROGRAMME

This year orientation for students attending the Immersion Programme at UB took

place in Amphitheatre 250.The event started with the arrival of students and teachers,

followed by that of the Dean and other faculty officials. The official ceremony started with a

series of presentations of each of the staff members. Students of the University of Yaoundé

I along with those reading English and French at UB were officially welcomed to the 2012-

20I3 Immersion Programme at UB. The orientation included many programmes. A talk on

student’s conduct was the first part. The speakers gave us some fatherly and motherly

advice on three key words: Discipline, Comportment, and Respect. Although each speaker

talked for a short time, their statements were heavy in words and full of wisdoms.

One female speaker focused on discipline and respect. She advised me and my

classmates to respect the Molyko community, which infers other communities in Buea. If I

comport myself, I will portray not only a positive image of my family, but also a good image

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of the University of Yaoundé I and UB, she said. She drew my attention on respecting the

rules and regulations of UB, for, according to her, I am not supposed to destroy the

institution property, but to protect it, rather. She urged me to behave myself wherever I am

around Buea.

Another speaker took the example of the stage presentation to pass out his advice. He

said that students attending the Immersion Programme are like characters on stage. We –

by which I mean me and my classmates—will be either remembered or forgotten

depending on our behaviours, he explained. Let not the audience forget you because of

your misbehaviours; let them remember you through your acts. After hearing those pieces

of advice I was enormously impressed. I realised that I have not only lecturers to make my

immersion in English a successful one, but also mothers and fathers committed to making

my stay in Buea an unforgettable one.

The third speaker talked about the various activities that would help us use English on a

daily basis. She advised us to attend social gatherings, religious meetings, conferences, etc.

She also warned us of the use of Pidgin English."You will meet people talking to you in

Pidgin. Never mind! Speak in English as much as you can. You are here to learn English—not

Pidgin," she concluded.

Towards the end of the ceremony, the Dean stood up and took the floor. In his

speech, he said that learning a new language requires a double effort. He advised me not be

shy, and to never be afraid of making mistakes in English. To illustrate his advice, he came

up with a very short anecdote."One day," he said, "I asked my students ’Connaissez-vous

parler francais?’" One student raised his finger and said,’’Oui monsieur, nous connons." The

class burst into laughter.

At the end of the orientation meeting, the Dean and other faculty officials left the hall.

I remained in my seat waiting for my Diagnostic Test –as set in the agenda. I used my spare

time to reflect on the useful advice and information I had just collected. I replayed in my

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mind the image of each speaker giving their own piece of advice. At the end, I vowed to

myself to apply their advice to letter.

The meeting, which took about two hours, is both worth organizing and worth

attending. The talks on student’s conduct were my highlight of the orientation. I can vividly

remember when I was a freshman at the University of Yaoundé I a similar orientation was

organized to welcome new students, but, to tell the truth, I had not had lecturers talking to

me like my parents. I mean the orientation for the Immersion Programme is unique and

special to me. The considerations given to this orientation were beyond my expectations. To

have the Vice-chancellor and the Dean at this orientation meeting speaks volumes about

the good treatment and the effective training that I would be going through during my stay

in Buea.

2.3. FIRST CLASSES AT UB

My first class at UB took place on Thursday 11th of 2013 at RESTAU VII around 9 AM.

Given that I live a little bit far away from campus, I hired a taxi to UB junction—not UB

campus because I wanted to walk so that I would be acquainted with the place. I started to

walk soon after I hopped down from the taxi. How interesting it was to walk and enjoy the

beautifully splendid scenery of UB campus! I reached Amphi 250A, for it was the only hall I

knew so far since our induction day. I knew that I would have classes at RESTAU VII, but I did

not know where the place was. When I was copying the timetable the previous day, I was

surprised to see that we would be having classes in RESTAU."How can we have classes in a

place where students are eating food?"I asked a classmate of mine."No," he explained, "the

restaurant is not only made up of eating halls, but also lecture halls." I laughed and said,

"Oh no, how stupid of me!"

After asking for directions I located and reached RESTAU VII.By the time I arrived in the

lecture hall, my classmates had almost taken all the seats. The lecturer, Dr. Ignatius, has

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already written the course outline on the board. The title was IMM 404: English Literature

and Civilisation. The course will cover the different periods of English literature from

medieval to post-modern period. To give us an overview of the course he browsed the

different periods within just thirty minutes. I wanted to hear everything he was saying;

however, the fact that I was sitting behind and the lecturer speaking a bit faster made it

difficult to grasp everything. I was a bit frustrated and started to worry about the challenges

that I must overcome, if classes were to continue this way--I mean attending classes in a hall

that could hardly accommodate close to three hundred students.

After covering up the major periods of the English literature, the lecturer jumped over

the definition of the term ‘’civilisation.” In his explanation he linked British civilisation to its

literature. It was really sweet to hear such lecture and I really enjoyed it. His lecture

reminded me of the Diagnostic Test I had taken on the Orientation Day. He talked about the

type of the British government, countries that make up the United Kingdom, and the likes.

Over the past five semesters I am not sure if I have been instructed about the British

civilisation as elaborately as my first class at UB.I felt so proud of myself for being at UB.

Yes, UB is indeed a place to be!

2.4. LECTURES AT UB

Before jumping over anything concerning lectures, let me state this clearly, first.

Report writing is one of the academic activities I have really enjoyed doing.

This writing has introduced me to firsthand academic productions or writings. I realised that

this report has given the opportunity to practice the theories of grammar and style I had

learned .Of course, it is undeniable that I have been using rules of English grammar for quite

a while, but I must confess that this is the first paper I have ever produced academically—

and this involves correct use of English. Also, I realised that I love sharing my experience

through writing. Ideas flow smoothly and it makes me feel proud of myself that I can use my

English vocabulary in different ways. I used to complain to myself, "Till when would I have

the chance to use my vocabulary so that I won’t forget them?" This report has responded to

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my question. It gave me the chance to not only use my English word package, but equally

revise words whose meanings I have forgotten or misunderstood, and, above all, to discover

new words. This report writing has been a worthwhile experience for me.

Now, let us go back to square one. Lectures-wise at UB, well, I would like to express my

satisfaction. I really enjoyed almost all the lectures I had attended. It is true that we have

done some of the courses at UYDE I, but the fact that these courses are taught in UB by

different individuals makes it exceptional and unique. I have learned many things from UB

lecturers and their lectures. My favourite course is English Phonology. This is a course I have

always, always hated for the past two years. But, to be honest, the way Mme Asonganyi

Esther taught me this course has utterly changed my attitude towards this course. Now, I

love English phonology!

Equally, Mr. Moses Minang is interestingly remarkable with his lecture style. Not only

did he teach me English, but also did teach me about life through English. I will remember

this amazing lecturer through some aphorisms I have learned from him:

"The way you dress tells us the way you want to be addressed."

"To avoid being surprised, be apprised."

3. FIELDWORK AT GTHS

My two-week stay at the Government Technical High School (GTHS) has been a very

worthwhile and instructive experience from which I have gathered a very tremendous

amount of knowledge. The Vice principal who took care of me there, the teachers and the

students with whom I have worked all have taught me something—both academically and

socially. Putting into perspective the general education I had had back in high school,

technical school remained an institution I hardly knew of before –until I attended the

beautiful GTHS of Buea. Below I would like to share with you the classes I attended,

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workshops I visited, and everything about the system of the technical school I had learned

during my stay at GTHS, as part of my field trip.

3.1. LOCATION OF GTHS

Government Technical High School is positioned in the Molyko neighbourhood. It is

close to the Grammar Bilingual School (GBS) of Buea. While GHS is on the left side of the

road, GTHS stands on the right. As soon as one reaches GBS, there is a road construction

company opposite it. On the right side of the construction company, an unpaved road

separates the University Institute of the Diocese of Buea (UIDB) from the construction

company. This road with tall blossoming palm trees on its either sides leads you straight to

GTHS. At the gate on the left, a big board built of concrete and tiles welcomes you with

"WELCOME TO GTHS BUEA." Right beside this board stands another small board with a very

important and interesting message: "DROP YOUR PIDGIN HERE." On the right side of the

gate, the school motto reads:"DISCIPLINE WORK SUCCESS."

3.2. ORGANISATION CHART OF GTHS

Currently, GTHS has 21 administrative staff and 121 teachers. The number of students

registered for this academic year is 1721.Like in every technical schools nationwide, there

are two types of school uniforms at GTHS: students with white garment and brownish-

yellow(Khaki)trousers are in the first cycle while those in the second cycle wear a white

garment and blue trousers.

GTHS has one principal who is assisted by three vice-principals. Since there are more

students in the industrial section, they have two vice-principals, and the other one is for the

commercial section. The school also has a bursar, a secretary, a guidance counselor, senior

discipline masters, and chiefs of works.

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The school is divided into two sections: the industrial section and the commercial

section. As concerns the industrial section, GTHS has six different specialities: Building

Construction, Electrical Technology, Wood work, Sanitary Fitters, Electronics, and Clothing

Industry. The industrial section has two chiefs of work, one for the Clothing Industry and the

other one for the rest of the trades. The commercial section, on its part, has only three

specialties: Accountancy, Marketance and Home Economics, and Secretarial Administration.

It has one chief of work. Each specialty has a head of the department who is answerable to

the principal. The different departments are independent when it comes to specialisation.

When it comes to general knowledge, however, the departments become all dependent to

the departments of general knowledge: department of history, English, geography, etc.

As can be noticed, the school design is based on the Francophone system, though it is

normally supposed to follow the Anglo-Saxon model. At this level, the Vice-principal (VP) of

the Industrial section, from whom I collected this information, expressed his concerns about

this Francophone system. "This system produces nothing but mere theorists; if a student

has to first pass the written examination before sitting for the practicals, it obviously goes

without saying that theoretical knowledge is more considered than practical skills," he

explained. An Anglophone system for technical colleges has already been drafted and

proposed to the Ministry of Secondary Education a long time ago, but nothing has been

done up to now in a country where English and French have been used as official languages

for close to fifty years.

3.3. CLASSES ATTENDED

3.3.1. SCIENCE OF EQUIPMENT AND LODGING

On April 30th I attended a Science of Equipment and Lodging class, which is one of the

subjects of Home Economics. I learned that Home Economics teaches students how to run a

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house, that is, how to manage, organise, and decorate a house. It also teaches students

about diet, cookery, childcare, and use of electrical appliances.

When I stepped into class 5, students were already writing their fifth sequence test—

which would permit them to graduate to the next level. They were given questions on home

appliances. Here are some:

1-What is an electrical appliance?

2-Give names of different washing machines.

The class is purely made up of girls—there was not even a single boy. All the 26 girls

have their heads shaved, wearing small plain earrings; some don’t even have any

appendage at all. I asked the teacher why there were only girls in her class. She explained

that Home Economics is mostly attended by girls because it teaches subjects related to

home management, which concerns girls most. If a boy, however, wants to study it, he is

welcomed there. But up to now, she has not yet registered any boy for this discipline.

At 8:45, the teacher asked the students to stop writing. She collected the papers and

put them in her bag. Then, she proceeded to checking the assignment she had given during

the previous class. The students were asked to draw a standing fan and label its parts. Those

who did not do the assignment, or respect the instructions were whipped on their palms

and backs. The teacher did not draw any fan on the board so that her students could see

what she was expecting from them. After she finished beating her students, she took her

bag and told me that the class was over. We went to class 2.

3.3.2. MOTHER AND CHILDCARE

In class 2, they were only four female students. Most of their mates of class 1 have

chosen Clothing Industry; that is why there are a few students for Mother and Childcare

class, the teacher explained. Mother and Childcare is another branch of Home Economics. It

22

teaches students how a mother should take care of herself during pregnancy, before and

after delivery. It also deals with vaccination date for babies, types of food to give to babies,

advantage and disadvantage of bottle feeding, and weaning. The teacher wrote some

questions on the board:

1-What is a play?

2-What is weaning?

3-Give five disadvantages of bottle feeding.

The test was set for an hour, from 9:10-10:50.The students were concentrated on their

papers. As soon as 10:50 hit, the teacher proceeded to collect the papers and started

reading them immediately. One student was unable to copy the words written on the

board. The student spelt “Disadvantage” as “chsadvantage”.The teacher complained about

it. "Why couldn’t you ask me what’s written on the board?" she exclaimed.

3.4. WORKSHOPS VISITED AT GTHS

3.4.1. CLOTHING INDUSTRY

I happened to visit the sewing laboratory today, April 08th.There were three students

sitting for their GCE technical examination for practicals in sewing. There were two female

students from GTHS of Buea, and one male student from GTHS of Umbe. Since it was an

exam, my classmates and I were not allowed to enter the laboratory. Luckily, the invigilator

we met at the door was the Head of the Department (HOD) of Clothing Industry and has

accepted to answer our questions. GTHS of Buea is the centre for practicals in sewing in the

South-West region. Tools used in this laboratory include:

-Eight simple sewing machines and two embroidery machines (the embroidery machines

are used for sewing only—not for embroidery because there is no teacher for that).

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-Large tables for drafting patterns of clothes for children, women, and men.

-Three dummies used for taking measurements.

-Scissors, irons, and tapes.

The HOD expressed her concerns about the malfunction of the sewing machines.

Almost all of them are not working because they are more than thirty years! They are

constantly breaking down, and up to now they are not replenished. Trainings are, as a

result, ineffective; students, most of the time, graduate with many theories in their brains

and a little practical skills at hand, which is regrettable since these students are expected to

use many of these practical skills in their future careers. Her concerns do not stop there.

Electric scissors are also needed in this laboratory—with those scissors, one can cut twenty

folded trousers with just one single blow. Materials used in the laboratory are provided by

the school, but they are sometimes insufficient; so the teachers encourage students to buy

their own materials for practices. Dresses made out of the materials supplied by the school

are left there; however, students go home with the dresses made from materials they have

bought. After this short conversation my field work mates and I thanked the Head of the

Department and we moved to the Cookery Laboratory.

3.4.2. COOKERY LABORATORY

In Cookery laboratory there were students of F-7(all of them are girls) sitting on their

benches, and the teacher was in front of them. I introduced my mates and myself, said that

we are at GTHS for field work, and we would like to ask her some questions about the

cookery laboratory."You are welcome, but I can’t respond to your questions while you are

standing. So take seats, first," said the teacher. Obligingly, she stopped teaching to provide

us with more information. She started by explaining that Home Economics covers up many

subjects, namely Science o Equipment and Lodging, Mother and Childcare, Gerontology(I

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learned it is a science that studies ageing by focusing on how to take care of old people,

their food and feeding habits, their psychology and health),Beauty and decor, Hygiene and

Tidying of the living environment.

Tools used in this cooking laboratory are divided into two:

1-Large equipments, such as microwaves, gas cooker, pantry, refrigerators, and kerosene

stove.

2-Utensils, such as pots, knives, spoons, dishes, etc.

All the aforementioned electronic appliances are functional, though they are old, said

the teacher. Cookers made in England and in America are close to thirty five years of

service; those from France are not as good as those from England and America, but are still

working. Although new equipments are needed in the laboratory, the old ones are still

doing great job. While I was sitting on a bench a short anonymous poem pasted on the wall

drew my attention. It reads:

Oh! What a marvelous office

The kitchen.

The final and only office for every

Woman

How interesting it is staying in you

For hours preparing the medicine for

The stomach

I feel disappointed when I fail

In a particular mixture

And envious to those who can

But all need is patience, time

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And God’s Grace

And the natural box will be filled.

I really like this short poem with its interesting message, acting as a reminder to

women. Yes, I know that not every modern woman would agree one hundred percent that

kitchen is the "final and only office for every woman," but I think this has to be reminded to

every female student attending cooking classes.

Soon after my mates and I had no more questions to ask, I requested the teacher if I

could interview her students."Of course you can, my son!"she replied.

"Why did you choose Home Economics at GTHS?" I started immediately.

"I chose this [Home Economics] because it’s good for me not only because I’m a girl, but

also because it helps me to understand things that my mother doesn’t tell me at home.

Also, it helps me to know more about health issues. They teach us how to cook food in

accordance to one’s husband’s income, to use local products to decorate our houses, and to

avoid doing things ignorantly. And above all, after graduation I can earn a living using the

skills I acquired," one girl answered.

"What can you do using these acquired skills after graduation?"

"After graduation…I can work in a hotel, teach in a school, work in women empowerment

centres.I can also go to university to study Psychology, Women and Gender studies."

"Can you give me any names of Anglophone traditional dishes?"

"They’re many of them. You have Ekwang, Cornfufu and huckleberry, Fufu and Eru, Kwa

Coco bible, Ashu and Yellow Soup, Mpuh fish."

"Ehm….Concerning Kwa cocoa bible, you put the Bible in it? I’m sorry for this stupid

question!"

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"No! Bible because it is a mixture of many things: grated cocoyam, palm oil, crayfish,

pepper, and dry fish."

"Oh, I see. That sounds great; I look forward to eating it one day."

We thanked the teacher and her students for the warm welcoming they have allotted

to us. Before we leave the teacher said she equally had some questions for us. Her

questions centred on the courses we were taught in the department of Bilingual Studies,

our performance in exams. At the end, she gave us some advice on a range of issues. She

even gave us her contact and said she wishes to hear from us as soon as we are back to

Yaoundé. So far, this encounter was the highlight of my presence at GTHS and it is really

nice meeting interesting and open people like this teacher.

3.5. ENCOUNTER WITH THE DISCIPLINE MASTER

When we were sent to GTHS for field work, there was no meeting held to introduce us

to the different teachers of the school. In each class, if we are led by the Vice Principal, the

latter would introduce us to a teacher before we are allowed to enter in his/her class; if we

are left to ourselves we would start by introducing ourselves as students from Yaoundé I

following Immersion Programme at UB. Meeting the Discipline Master in his office was not

an exception. So we started by the routine introduction, since we were not accompanied by

the Vice Principal. After welcoming us the Discipline Master proceeded to giving us an

overview of discipline at GTHS.

Discipline has not been one hundred percent absolute in the school due to some

difficulties. First and foremost, GTHS is not entirely fenced. Only the eastern part of the

school has a fence; the rest is an open field, making it difficult to control students on the

school campus. The school has five discipline masters—two females and three males. They

work in synergy to maintain discipline and order in the school. Despite their number, the

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task remains challenging, given the significant number of students at the school (1727

students).

When I first arrived at the school, I had noticed that students come to school up to past

eight o’clock. I asked him what kind of punishment was reserved to those late-comers.

"Since these students are normally supposed to be in their respective classes, we simply ask

them to pick up papers and dirt around the campus before letting them go to their classes,"

he responded. Along the same line, I asked him why students are always not in class these

days. Students are loitering because GTHS has a programme which is different from other

schools—since it is a centre for technical GCE exams, he explained. That is why most of the

students had their promotional exams last week in order to leave the classrooms for the

upcoming exams. They have no classes these days; that is why they are hanging around. If

there were not any GCE exams to be held at GTHS, these students would have been in class

at the moment.

Concerning selling foods in the school, the Discipline Master said that every food seller

has an authorized medical document that permits selling food on the school campus.

Therefore, nobody can sell food at GTHS unless they have an approval of medical record

issued by the Delegate of Public Health. I must confess that I was surprised when I learned

this. I attended two different high schools—Lycée de Galim-Tignere in my home town and

Government Bilingual School of Ngaoundere—before I went to university. In both schools,

there were no any serious controls on food sellers. It was like a market place where

everyone can come to sell to students whatever they want no matter how unhygienic it

was. I did not know that foods sold on campus should be controlled to letters until I came to

GTHS.

3.6. ENCOUNTER WITH THE SCHOOL COOPERATIVE PRESIDENT

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The information I will provide here is the result of a conversation between me and the

GTHS school cooperative president. The board of the school cooperative has a president,

vice president, secretary, vice secretary, financial secretary, treasurer, adviser, and social.

Apart from the board, the president also controls clubs and other school extra-curricular

activities. Moreover, school cooperative president is the person leading the usual morning

assembly. This shows that the president has more power in his duty than his counterpart in

the Francophone system, for the latter has no right to organise any morning assembly, and

give advice to students as I have witnessed at GTHS. Funds of the organisation come from

the government; the budget ranges from thirty to fifty thousand Fcfa—this year budget is

forty thousands. The money covers the needs of the different clubs found in the school.

These clubs are: Drama Club, Students Encounter Club, Journalism Club, Band Club, School

Choir, Ballet Club (traditional & modern dance),Bible Club, Health Club, and Arts Club

(Drawing&Painting).

Since the school was founded in 1979, school cooperative started just last year,

according to the President. Clubs with good performance are rewarded each year.

Journalism Club was the winner last year. The fund is also used to assist clubs in their end-of

the–year parties. Interclass competitions, such as football matches, basketball, and handball

are all funded by the school cooperative. If the money is insufficient, the president

approaches the principal of the school for financial assistance. That is all I can remember

from this encounter.

4. VISITS TO ADDITIONAL INSTITUTIONS

4.1. ADVANCED SCHOOL OF TRANSLATION AND INTERPRETATION

Two classmates of mine and I paid a visit to ASTI (Advanced School of Translation and

Interpretation) with the aim of collecting more information about the school and admission

requirements. We were received at the Director’s office. When in there we told him the aim

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of our visit. Immediately, he called his deputy, who was standing outside on the balcony, to

lead us to the secretariat. In the office, we met a lady and a young man, who asked us to

introduce ourselves, first. After telling them our names we added that we are students from

University of Yaoundé I following Immersion Programme at UB.

Then, the young man started to issue a list of admission requirements to ASTI, namely

a handwritten application letter, a certified copy of birth certificate, etc. We were taking

notes as he was speaking when, suddenly, he said, "Specify your language combination in

your letter."I interrupted him politely and asked, "What is a language combination?" He

explained that language combination simply means that you choose, for instance, either the

combination English-French, if you want to become a translator rendering texts from

English into French, or the combination French-English for translator from French to English.

He clearly highlighted that one’s language combination depends on one’s language

competence only—not on one’s educational background. If one’s is a Francophone with a

good mastery of English, one can choose the combination French-English without any

problem. During the first semester, before we were to be sent to Buea, we had a course on

language combination, and were taught that language combination depends on one’s

educational background for those who want to become professional translators, which is

not necessarily always the case, as explained by our host at ASTI. This is a plus to my

knowledge bag.

We had a very long and friendly conversation which turned out to be both educative

and informative. I was particularly floored by the amazing and warm hospitality with which

we were received in. Here in Buea, I realised that you do not need to be a high-ranking

official or have a connection somewhere to be given a humanly deserving reception in an

office. All you need to be is a polite human being—no matter who or what you are. This

sense of hospitality has to prevail in all government offices, and I will bring it back to

Yaoundé.

4.2. BUEA REGIONAL LINGUISTIC CENTRE

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On April 23rd I visited the Buea Regional Linguistic Centre in order to find out more

about the institution. At the gate, I met the guard and told him I would like to collect more

information about the centre. He directed me to the Director’s office. I introduced myself

and informed him that I was following Immersion Programme at UB and would like to get

more information about his school. He started by giving a brief history of the first linguistic

centre ever in Cameroon.

The Centre Pilote in Yaoundé was created in 1986 with the aim of teaching English

language to Francophones. The programme was very successful and has really impacted the

performance of Francophones in English. But since Cameroon is bilingual and strives for

national unity and integration through bilingualism, people started to propose that a similar

programme should equally be implemented in the Anglophone zone to teach French. A

presidential decree in 1990 gave birth to the creation of Bilingual Training Centres in the

then ten provinces of Cameroon. The decree, though presidential, took effect at very slow

pace. In Yaoundé the Centre Pilote maintained its original name without any change,

although it also fell under the presidential decree. Douala, Buea, Bafoussam.The, Bamenda,

Bertoua, Garoua, and Maroua had their respective centres in the 1990s. Ngaoundere, as can

be noticed, has not up to now, had its regional bilingual training centre.

The chief goal of creating bilingual training centres is to promote bilingualism as a

gateway to national integration and cohesion. It also aims at responding to the linguistic

needs of Cameroonians in English and French, especially the civil servants, such as

appointed ministers, governors, and regional delegates. Thanks to this programme,

Francophone civil servants sent to the Anglophone zone integrate easily; the same applies

to Anglophones sent to the French-speaking regions of the country.

When I asked him about the relevance of this programme, the Director of the centre

replied by saying that the programme has effectively impacted the level of proficiency of

Cameroonians in our two official languages. The trainees can express themselves

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confidently and fluently without any fear of making mistakes. Therefore, it is an appropriate

means for promoting bilingualism nationwide.

After I had all the necessary information in my bag, it turned out that the Director of

the Buea Regional Linguistic Centre is a writer, as well. He told me he had just returned

from a ceremony aimed at sensitising the public in general, student in particular, on the

importance of reading and the vital role of books. He asked me whether I knew April 23rd

was World Book Day."I once overheard about it on BBC World Service, but knew virtually

nothing about that day," I replied. Here is what he wrote on the occasion of World Book

Day.

Books! The great Force.

Books are great force that nourishes

The brain

And the brain is the force that nourishes

The world.

To get the world make its sounds

Do come on in and nourish

The brain.

Sammy Oke Akondi

Then our conversation turned to the books he had written. One of them is The Woman

who ate Python and Other Stories. The book talks about a lady, a modern African woman

who cannot understand why she should cook food without tasting it. So she decides to take

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the bold step of eating a piece of the python that she has been ordered to cook for the men

of her community. He then picked up another book from his table, autographed it with my

name written in there, and passed it to me. I took the book and struggled to read the

almost illegible title on the front cover:

"The R-R-Ra…"

"The Raped Amulet," he corrected me. I repeated after him "The Raped Amulet." He asked

me to go to read the book and come back for discussion. I was beside myself with joy that I

kept saying "Thank you, sir" more than three times without me realising it. I promised to

come back for discussion as soon as I am through with the novel.

5. SOCIALISATION

5.1. STAFF SOCIALS AT GTHS

On Wednesday 8, 2013 after classes were stopped around 1PM; the Vice Principal

invited me and my classmates to attend teachers’ socials. By the time we arrived at the

venue close to fifteen or so female teachers had already taken their seats. When almost all

the teachers showed up, the meeting started with a short prayer. The Vice Principal then

took the floor and explained that the ceremony was organised in order to condole fellow

teachers who had lost their loved ones."The ceremony means not to stir up grievances but

to share our sorrows with our colleagues," he clarified. At the end of his speech, he asked

for a religious song to be sung for animation.

A group of women—there were more women than men at the meeting—formed a

circle singing and clapping their hands while turning around the open space of the hall.

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Some female teachers wore a common African print made up of three colours: red, beige,

and blue. When the beautiful voices of the singing group reached their peak, some other

male teachers and some of my class mates joined in the group.

A word of welcome by the President of the Staff Social followed the dancing. In his

speech he mentioned the names of the bereaved colleagues. The President himself and his

wife lost their baby; there was a teacher who lost his father; another her husband. When

he called a name of one the bereaved teachers, the latter would get up and go to stand in

front. After the presentations, the President thanked the guests and sat down. He was

accompanied by a thunderous handclapping. Each bereaved teacher received an envelope,

thanked the guests before proceeding to giving an account of the circumstances within

which their beloved ones died. The young female teacher who lost her husband was so

emotionally affected by the death of her dearest that she could not explain how the

accident occurred .So her relative stood up, took the floor, and explained that the accident

occurred on the road to Bafoussam.The couple and their son were in their car to Bafoussam

to go to mark GCE exams papers last year when a car, in the opposite direction running at a

very high speed, collided with theirs in a corner. The husband died in the car. It was really

touching and pathetic to hear such a sad story.

Food was served to all the guests. It was first blessed with fresh prayers. I happened to

taste some delicious Anglophone dishes. I ate Ndjama ndjama and Cornfufu, jollof rice!

I really enjoyed those delicious dishes.

As a Muslim believer, I have never attended such a ceremony. How religious and

prayerful Anglophones are! Also, I was particularly struck by the remarkable constant bond

of love that has built up a network of support between these teachers. The rapport existing

between these teachers made me feel like I want to be teacher one day.

5.2. NATIONAL DAY IN BUEA

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The 41st National Day celebration is my first national celebration in Buea. By half past

seven the public was already gathering at Bongo Square, the ceremonial ground. Around

eight o’clock, some guests started to take their seats in the stand. On the right side of the

stand there were canopies with arranged chairs in there for the public. A banner hanging in

front the main stand bears the forty-first National Day celebration theme: The Army and the

Nation working together towards meeting security for an emerging Cameroon. At half past

nine the Colonel arrived, which is marked by a salute from the soldiers and the military

musical band. Fifteen minutes later the governor arrived at the ceremonial ground. The

ceremony officially kicked off with the singing of the National Anthem. Those who were

sitting stood up—as a sign of respect—and the musical band of the army sang the National

Anthem. It was followed by the military march, flavoured by a vibrant beating of drums.

After the governor took his seat, the moderator called names of those who were to receive

medals. Once the person heard their name, they got up and went to stand in a line. Before

the governor decorates each person he would start with:"In the name of the President and

by the virtue of the powers conferred to us, we make you Knight of the Order of National

Value," and then pin the medal on the left side of the honoree’s chest. The highest medal

was given to a lady. Soon after the decorations were done, family members were given five

minutes to congratulate their loved ones. The open space was crowded with relatives and

friends hugging the honourees, dancing, gesticulating, and jubilating. Everyone was happy,

including me because I had also learned the English expression used when decorating

someone, should the case be that I happened to be a governor one day!

There were two types of marching, military and civilian. The military march is divided

into two: motorised and non-motorised. The latter was a series of military vehicles serving

in the South-west region while the former included marching of the: Military music band,

Gendarmerie, land Forces, Mobile Intervention Unit, Police, Veterans.

The civilian marching included that of non-profit organizations and that of students of

various institutions. Here are some of them: Ecole Publique Francophone de Buea, St.

Andrews’s Catholic School, Parents Mountain School, Bilingual Grammar School,

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Government Technical School, Intensive Vocational Training Centre, Government Teacher

Training College, University Institute of the Diocese of Buea, University of Buea, and

Advanced School of Translation and Interpretation.

5.3. STUDENTS CHALLENGE COMPETITION

The opening ceremony of Students Challenge Competition (SCC) took place in Amphi

750 on May 28th, 2013.This is the first time UB is hosting such an event. It is a contest that

brings together students from State universities to compete on knowledge, innovation and

creativity. The competition was propounded by H.E President Paul Biya in 2010 with the aim

of encouraging students to be creative and competitive in such a way that the goals of an

emerging Cameroon be attained by 2035. It is organised after each three years.

Two days before the event takes place, I saw the upcoming event written on a hanging

band at UB main gate: "Students Challenge Competition at UB from May 28 to 31," it reads.

"What could that mean?" I wondered. I did not ask anyone, though. On Thursday after

classes, I overhead some noises in Amphi 750 with students going in and out. I nosed

around and found out that it was the so-called Students Challenge Competition event that

was going on. My curiosity urged me to also go in and see what it was all about. In the hall, I

seated, took out my diary and kept my ears wide open. When I arrived in, the spokesperson

of CERDOTOLA (Centre de Recherche et de Documentation sur les Traditions Orales et Les

Langues Africaines) was speaking. I learned from the speaker that CERDOTOLA is a centre

interested in researching, collecting and recording African oral traditions and languages.

Another person took the floor and spoke about OAPI (Organisation Africaine de la propriete

Intellectuelle).He was talking so fast with an accent that I grasped nothing from what he was

saying.

The ceremony proceeded with the presentation of the different teams of the seven

State universities. There were teams from Universities of Buea, Bamenda, Douala, Dschang,

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Maroua, Yaoundé I and II. Each team was cheered on after it was introduced. If the

competition was based who was cheered on most, the University of Bamenda would come

out first. Because when the presenter called the University of Bamenda team, nothing could

be heard in the hall but mere thunderous applause all over the hall.

After a brief animation from UB choir, the ceremony continued with the presentation

of OPEN and its staff. OPEN stands for Observatoire de la Presse Étrangère et Nationale.

Again, this is a non-profit I have never heard of before. OPEN came to be on June 22nd,

2013 in Yaoundé. Its prime goal is to contribute to the development of Cameroon, fight for

a better integration of our country and Africa in the world. It deals with issues related to

innovations, science, culture, international relations, etc. OPEN prepares and organises

conferences and debates by bringing together researchers, universities, diplomatic corps,

and managers of big enterprises.

I came out from this ceremony with a bunch of knowledge about CSC, CERDOTOLA,

and OPEN. Plus, I have observed how people use English relaxedly. I learned a lot.

I did not attend the real competition the next day, but I have been told that the UB

team came out first. And I was glad one of my schools made it—because, as a student from

two State universities, I want to see either UB or UYDE I wins the competition.

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6. CONCLUSIONS

It is widely believed that Experience is the best teacher. In a word, this year

Immersion Programme has indeed been my best teacher. The aim of this programme is to

acquaint students with the English language in its different oral and written forms.

Personally, my tongue and ears have become more familiar with English than ever. From

the account of my firsthand learning experiences on and off campus—UB, GTHS, other

institutions, and social events—as clearly portrayed in this report, it is unequivocal that this

linguistic internship has made me a better person, both socially and academically. I have

learned so much about Anglo-Saxon culture and have enormously polished up my English.

In actual fact, Immersion Programme at UB has given me more confidence both in my oral

and written English.

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As the end of our Immersion Programme is drawing near, I am emotionally

overwhelmed. Initially, the prospect of coming to Buea scared me. Now, it is the prospect of

leaving Buea soon that saddens me .I wish I could stay more. What I will miss most is the

beautifully flowery UB campus and my amazing lecturers, my new friends, and Buea itself.

7. RECOMMENDATIONS

For the next Immersion Programmes at UB, I would like to recommend that:

Debates on social and political issues of our country be organised each week on

campus with panellists being students of Immersion Programme. I believe that this

will help students develop not only their reasoning abilities and public speaking

skills, but also openly express their individual views fluently and confidently in

English.

English Literature and Civilisation courses be taught by one or two lecturers at most

in each group. I am proposing this because I was confused and have found it hard to

keep track of lecturing style of my teachers; my classmates probably likewise. By the

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time I adapted myself to one lecturer, another one was sent to replace the former. I

think that if students are taught from the start to the end by one or two teachers, it

will be easier to have an overall gist of English civilisation than having a bunch of

lecturers who will come up with different mannerisms, which may hinder

comprehension of the course—given that this vast programme of literature is set for

just a limited amount of time.

8. BIBLIOGRAPHY

-Dicos Encarta, Microsoft Encarta 2009 [DVD].Microsoft Corporation 2008.

-Merriam Webster’s Collegiate Dictionary (1995), Tenth Edition with Merriam Webster’s Collegiate

Thesaurus(1988) .Windows 95 version 3.0327 Zane Publishing.

- Bowden, John. (2008), Writing a Report, Eighth Edition. Begbroke: How to Books.

- Patwell, Joseph, et al. The American Heritage Dictionary of the English Language, Third Edition.

- Strunk Jr., William and E.B. White (1979), The Elements of Style, Fourth Edition, Allyn and Bacon.

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