The Fallacy of Promoting Non Native Varieties of English in Postcolonial Multilingual Settings: The Case of Cameroon English (CamE) in Cameroon

Autor/in	Essossomo, Serges Moïse
Titel	The Fallacy of Promoting Non Native Varieties of English in Postcolonial Multilingual Settings: The Case of Cameroon English (CamE) in Cameroon
Quelle	In: Journal of Education and Practice, 6 (2015) 31, S.95-101 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Language Variation; English (Second Language); Second Language Learning; Foreign Countries; Second Language Instruction; Language Teachers; Teacher Education; Language Usage; Grammar; Vocabulary Development; Morphology (Languages); Error Analysis (Language); Sociocultural Patterns; Cultural Context; Decision Making; Language Attitudes; Standard Spoken Usage; Multilingualism; Language Planning; Cameroon + Suchen Sie Ihr Suchwort? Sprachenvielfalt; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Sprachgebrauch; Grammatik; Wortschatzarbeit; Morphology; Morphologie; Error analysis; Language; Fehleranalyse; Soziokulturelle Theorie; Decision-making; Entscheidungsfindung; Sprachverhalten; Gesprochene Sprache; Umgangssprache; Mehrsprachigkeit; Multilingualismus; Sprachwechsel; Kamerun
Abstract	This research endeavour is a major contribution to the current debate on the integration of non-native varieties into the school curriculum in non-native settings. Taking the specific case of Cameroon, this work rests on the solid assumption that the promotion of CamE to the detriment of Standard British English accent is definitely a fallacy. The researcher is of the opinion that the ELT pedagogy based on the local variety of English advocated by Cameroonian scholars and researchers cannot bare fruits as Cameroonian professional users of English did not received any training on how to teach CamE; there are no pedagogic materials so far that clearly outline an approach to CamE grammar, vocabulary, morphology instruction, most of the so-called CamE characteristic features are errors and seem not to reflect the sociocultural realities of the entire country but of the Anglophone Cameroon represented by 20% in the Cameroonian landscape. Above all, decision makers on language use in Cameroon and learners prefer native varieties of English like Standard British English and American English as well as other varieties of English spoken in the Cameroonian setting to the detriment of CamE. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01