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Journal of the Cameroon Academy of Sciences

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Identites et apprentissage des langues Camerounaises

Teki Regine Assob, Cledor Nseme, Gabriel Mba, Edmond Biloa

Abstract


L’identité psychoculturelle de l’apprenant, basée sur les prémisses culturelles et les systèmes de valeur, a un impact sur l’apprentissage des langues camerounaises en classe multilingue. L’étude analyse l’effet des identités multiples sur la motivation des apprenants. Elle suggère par l’approche socioconstructiviste, la construction d’une identité plurilingue pour les apprenants, en passant par une gestion consciente du multilinguisme. De cette étude, il ressort que le multilinguisme au sous-cycle d’observation est un fait certes, mais seulement 10% des apprenants environ expriment leur insatisfaction à ce sujet. Cependant, les parents se sont montrés plus concernés par la question d’identité et se présentent ainsi comme des acteurs dont l’implication est susceptible d’améliorer la motivation des apprenants.

Mots Clés: Langues Camerounaises, Identite, multilinguisme, apprentissage

 

Abstract
Learners’ psycho-cultural identity, based on cultural values which determine one’s attitudes and behavior, has an impact on the learning of Cameroonian languages in multilingual classes. This paper presents the effects of multiples identities on learners’ motivation and suggests approaches for a rational management of multilingualism in a classroom context with the aim of training multilingual learners. Multilingualism in the observation sub-cycle appears as a fact in this study, with less than half of the classroom identifying with the Ewondo language which happens to be their teacher’s mother tongue. However, barely 10% of these students were uncomfortable with the present situation. Nevertheless, parents showed more concern with the question of identity as they expresses their fears towards loss of identity. That is why the study identifies them as key stakeholders whose implication may further motivate students for the learning of Cameroonian languages in multilingual classes.

Key words: Cameroonian languages, Identity, multiligualism, learning




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