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By
Kiwoh Terence Nsai and Tamajong Elisabeth
National Centre for Education
Ministry of Scientific Research and innovation
Yaoundé- Cameroon
1. Indigenous Languages (Home or National Languages)
2. Sustainable Development (viewed from Mavesera
2011) which is a positive change that leads to a livable
environment for present and future generations
3. Basic (Elementary/Primary) Education in Cameroon
1. The Pre-Colonial Period which was characterized an exclusive use of the over 270 languages within ethnic and tribal groups.
2. The colonial Period marked by the German colonial administration where there was some tolerence of indigenous language use .
3. The Mandate and Trusteeship Periods marked by British and French administrations of the two parts of Cameroon (West and East Cameroons) that they each received respectively after the Paris Peace Treaties
4. The Independent and Post Independent Periods marked the beginning of some autonomous decisions.
27th September 1958, First autonomous government of West Cameroon bans the teaching of indigenous language
1963, the Department of African Languages at the Federal
University of Cameroon was closed
Complete abandoning of indigenous languages to non-governmental organizations like SIL and NACALCO
1993, University reforms creates departments of African language studies at various state universities
18th January 1996, for a very first time, the Constitution of country recognizes indigenous languages and talks about their protection but no methods of protection of these languages were mentioned.
2000, The new organizational chart of the ministries in
charge of education make provision for positions of
National pedagogic inspectors for national languages
2011 Creation of Commission to work on guidelines
on the teaching of indigenous languages in Cameroon
Begining of experimental teaching of some home
languages some primary school institutions
Can the teaching of these indigenous language
contribute to any form of sustainable
development?
Target group
260 Cameroonians of all Walks of Life from the
towns of Yaoundé and Bamenda
15 students who were once learners of an
indigenous language at the primary school level
through the efforts of NGOs
Instruments Used in Data Collection A five point questionnaire administered to all
respondents Interview with 15 former learners of indigenous
languages Method of Data Analysis Statistical data is presented in simple percentages so
as to enable easy comparison and understanding Data is presented on simple tables and charts
Useful 76%
Not Useful 20%
Abstained 4%
Respondents Appreciation of Decision to Teach Indigenous Languages in
Schools
Can Contribute
13%
Cannot Contribute
87%
Respondent View on the Contribution of Indegenous Languages to any Form of
sustainable Development
Those who think it can contribute justified as follows
Learning a language enables us to understand other cultures
Facilitates in-group communication
Those who think it cannot contribute justified as follows
There is no proper legal frame work to regulate this decision
Cameroon has not properly managed its official bilingualism policy to pretend taking on national languages
At an era of globalisation, we should talk of learning useful languages that can open the country to the world
Only 26% of former learners of Indigenous languages could still remember how to read and write them.
86,7% of former learners did not see the use of learning their indigenous languages since it did not serve any serious purpose.
75% of former learners see their efforts to learn these languages as a waste of time.
In the present dispensation, Cameroonians do not see a reason to learn their indigenous languages within the formal school context for the following reasons
There is no proper legal framework to for it.
Lack of sensitization and proper feasibility studies.
General lack of preparedness in terms of teacher training and the production of didactic material.
In order to be successful in such a venture, Cameroon has to learn from countries like neighboring Nigeria that has a lot of experience in indigenous language issues. It does not suffice to bow to pressure or just to adopt policies in issues of language without proper planning.