Languages
As a heritage of Cameroon’s colonial past as a colony of both France and United Kingdom from 1916 to 1960, the official languages are French and English. There are approximately 250 languages that can be found in Cameroon which include the Ewondo and Bulu, Duala, the Bamileke languages and Fulfulde. 8 of 10 regions that can be found in Cameroon are primarily francophone which it represents 83% of the country’s population and 2 regions in Cameroon is Anglophone which it represents 17%. Francophone is defined as belonging to a population using French as its first or sometimes second language. Anglophone is defined as person who speaks in English especially in a country with two or more languages are spoken. The nation strives toward bilingualism but in reality, there are only few Cameroonians speak both French and English.
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However, most of the schools are separate the Anglophone and francophone sections, thus they did not provide a true bilingual experience. Among the less educated, the Cameroonian Pidgin English functioning as a lingua franca in English speaking area and in many neighbourhoods in Douala. Both languages are taught in school, but only those with a secondary education are fluent in both languages. Most of the people speak at least one local language and one official language.
Camfranglais or Frananglais is a relatively a new pidgin communication form emerging in urban areas and other locations where the Anglophone and Francophone Cameroonians meet and interact. Camfranglais has caused concern for the
Places such as offices and facilities that report to the parliament or take care of public health, safety and security provide services in any of the two languages. Secondly, according to section 41 of the Official Language Act it supported and enhanced the French and English language in dialectal minor populations. This was implemented though the Official Language Support Program of the Department of Canadian Heritage. The government provided this by “giving support for the second-language education, with the aim of bilingualism in Canada” (Youth Bilingualism in Canada). By doing this youths will receive some form of core-French or English educations for part of their schooling.
Sophie and Martine both speak Creole and English. This was how Martine made sure Sophie never forgot her native language and how she was able to communicate so well with her aunt and grandma during her visit to Haiti. Bong was also able to enjoy his trip to Korea because he was able to speak the language. My mother was really proud of me when I finally graduated ESOL. However, even after I graduated my mother never stopped talking to me in Spanish.
Do you know anything about other cultures besides your own? We live in a world with numerous countries and diversities. Each country has its own appeal and positives and often times we find ourselves comparing the resemblances and differences between these nations based on a variety of aspects like geography, culture, language, economy, government, weather and so on. Ethiopia is a country with a rich historic background which comes with a variety culture. The U.S is another country with an amusing culture.
Though McWhorter disproves this theory by showing that these “African Englishes” are called creole languages and are spoken in different areas like West Africa and the Caribbean. African languages are also extremely different from English in every way, making it foreign to English,
The culture of Haiti is a diverse mixture between African and European cultures. Haiti culture was based on the French settlement in Haiti. Other cultures that influenced Haitian culture were Spanish Imperialism and people from the Caribbean. Some traditional holidays are Independence Day, which unlike the United States, is celebrated on the first of January. On January 2nd Haitians also celebrate Hero’s Day also known as Ancestors Day.
However, in order for one to truly understand the arguments made by the authors they must also understand the context behind these arguments; therefore, knowing how the individual authors’ definition of bilingualism lets the reader truly absorb what points they’re trying to make and why. In Espada’s essay, he defines bilingualism as a way for a person to remain in contact with their different cultural identities. There are many areas in the essay where the reader could interpret this definition from. However, the most significant piece of evidence appears at the beginning of the essay where Espada mentions his friend Jack Agueros’ analogy to describe his bilingualism “English and Spanish are like two dogs I love. English is an obedient dog.
There are two type of families. There is one family that speak only English and the other one that speak their home language and English in their household. Those type of families that speak two or more languages in their household are mostly immigrants that move to the United States. Their child or children will grow up speaking perfect English while their parents will speak poor English. In Amy Tan “Mother Tongue”, she talks about how without proper English it is sometimes difficult to get through daily life.
Within the school environment, there will be a variety of children and adults. Each child and adult will differ from the other. Some will come from different backgrounds, speak different languages and some may have additional educational needs or impairments. Children and adults from different backgrounds may speak a different language to the majority of the people in the school. Sometimes they may have English as a second language but some may only have their first language.
In Mexico, my home country, I was able to successfully communicate with others and complete assignments just by the utilizing the Spanish language, but that was not the case on this side of the border. I had to learn a whole new language that seemed to be far different from my natal
I’ve only heard about bilingual education a few
Today, bilingual education used in many countries for a variety of social and educational purposes. It is become actual problem of this century. Because, the world is changing and according to the requirements of time, the human mind adjusts to new discoveries, to new tops. Large-scale changes in all spheres of human activity: the globalization of the economy and politics, the information explosion, the rapid development of communication defined new requirements for the quality of education. First of all, a general global trend towards integration in the sphere of education determines the trend towards integration of subject knowledge.
Increasing development of bilingual education and the evolution of language may be due to the population size, social, political, economical and personal requirements. Numerous researches show that learning a language can improve mental agility, it can strengthen brain, develop communicative abilities of invidividuals and strengthen and improve overall humans´ abilities and skills. The concept of bilingualism should be tackled because of the various definitions that are given to this term. Those definitions seem to share one basic element, which is the use of two given languages by a given speaker. According to Merriam-Webster dictionary bilingualism is the ability to speak two languages or the frequent use (as by a community) of two languages.
CHAPTER II LITERATURE REVIEW Introduction Definition and backgrounds of theories and concepts connected to this study are provided in this chapter. Reviews of previous studies on code-switching, bilingualism and computer mediated communication which are homogenous to this study are provided. 2.1. Bilingualism 2.1.1. Definition of bilingualism
Different parts of our culture today have roots in history. The production culture, how a product gets from creation to us, is based off of the historical “outwork” process. Today, different jobs have unions that protect the workers. This working culture has evolved from the working conditions during the Industrial Revolution. In 1884 Europeans met to decide the future of Africa.
The Language Culture and Society programme provides us with strong theoretical and interdisciplinary foundation for the study of a range of educational practices across the human lifespan and in a range of theoretical and methodological perspective is brought to bear on studies that explore the nature of literate practices, democracy and civic engagement and participation in social life. The programme focuses on relationships between education school and the dynamics and changing structures of language, culture, and society. It examines connection between broader, social, cultural, linguistic, historical, aesthetic and political factors in education and the local context in which these issues take place. It has long been recognized that language is an essential and important part of a given culture and that the impact of culture upon a given language is something intrinsic and indispensible. Language is a social phenomenon.