Language Development and Social Uses of Literacy: A Study of Literacy Practices in Cameroonian Minority Language Communities

Autor/in	Trudell, Barbara
Titel	Language Development and Social Uses of Literacy: A Study of Literacy Practices in Cameroonian Minority Language Communities
Quelle	In: International Journal of Bilingual Education and Bilingualism, 9 (2006) 5, S.625-642 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.2167/beb384.0
Schlagwörter	Foreign Countries; Language Acquisition; Literacy; Language Minorities; Sociolinguistics; English (Second Language); Case Studies; Second Language Learning; Language Attitudes; Qualitative Research; English for Academic Purposes; African Languages; Language Usage; Cameroon + Suchen Sie Ihr Suchwort? Ausland; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachminderheit; Soziolinguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; Zweitsprachenerwerb; Sprachverhalten; Qualitative Forschung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sprachgebrauch; Kamerun
Abstract	In Northwest Cameroon, the emergence of literacy in the mother tongue is providing minority language communities with new alternatives for learning and communication. To some extent, these alternatives are shaped by existing literacy practices in English, as English is the language of formal education. However, new spaces are also emerging in society for the use of literacy in the mother tongue. This paper examines the impact of mother-tongue literacy on attitudes towards, and uses of, written text in the Bafut, Kom and Nso' language communities of Northwest Cameroon. The paper is based on qualitative case study research conducted in these communities in 2002-2003. The paper concludes with a discussion of the future of mother-tongue literacy in the Bafut, Kom and Nso' language communities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10