- Cameroon has a complex linguistic situation with over 248 languages from the major African language families represented in the country. English and French are the official languages as a result of its colonial history under Britain and France.
- The education system is divided into Anglophone and Francophone subsystems, with each teaching English and French as subjects but using a different primary language of instruction.
- Implementing Communicative Language Teaching to develop communicative competence in English faces challenges in both subsystems due to factors like reliance on traditional teaching methods and focus on examinations over communication skills.
malaysia promotes excellence in englishAin Sulaiman
Â
This document provides an overview of the role and teaching of English in Malaysia. It discusses how English is widely used despite Malay being the official language. The government promotes English proficiency to prepare students for a globalized world. English is compulsory in public schools from primary to secondary level. While proficiency has declined, the government is taking steps like reinstating English as the medium for science and math. Private language centers also play a role in English instruction.
This document summarizes the history of educational policy regarding English learners in the United States over the past 40 years. It discusses how the Bilingual Education Act of 1968 aimed to provide meaningful English instruction to non-native English speakers but did not specify whether bilingual or English immersion approaches were preferred. Subsequent reauthorizations of the law emphasized English proficiency but also maintained support for native language instruction at times. The policy faced tensions between assimilationist and pluralistic views and did not resolve the instructional dilemma around how best to teach English. This led to inconsistencies in school programs. The article argues that English learner pedagogy has been "caught in the cocoon" of these policy and practice tensions and has not reached
The Ecuadorian government implemented three initiatives to improve English education: a new national English curriculum, an English proficiency requirement for teachers, and fully-funded scholarships for students and teachers to study abroad. However, two gaps were identified: students graduating with a B1 English level may not have skills sufficient to study abroad, and the teacher requirement alone does not guarantee quality English instruction. The report recommends starting English instruction earlier, increasing the teacher requirement to a C1 level, and establishing regular teacher training in English teaching methods.
The document discusses the Common European Framework of Reference (CEFR) and how it could be adapted to improve language skills for Spanish children. It provides definitions for key terms like plurilingualism and examines advantages and disadvantages of plurilingual schools. It also analyzes which communicative language strategies from the CEFR would be most useful in Spanish classrooms. Finally, it proposes ways the CEFR could be modified, such as using its proficiency levels and terminology, differentiating instruction based on levels, and focusing on developing a positive attitude towards the target language.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
Catalan Language in Education (In Transit #27)Miqui Mel
Â
The issue of Catalan language in education is controversial in Spain. Catalonia has adopted a model where Catalan is the primary language of instruction to ensure students learn both Catalan and Spanish, while the Valencian region allows parents to choose the language of instruction. Pressure from Spanish nationalist politicians to reduce the role of Catalan in education has increased in recent years, including court rulings limiting its use and new laws in the Balearic Islands. Supporters argue the Catalan model works and students learn both languages well, but opponents claim it denies the right to choose Spanish.
malaysia promotes excellence in englishAin Sulaiman
Â
This document provides an overview of the role and teaching of English in Malaysia. It discusses how English is widely used despite Malay being the official language. The government promotes English proficiency to prepare students for a globalized world. English is compulsory in public schools from primary to secondary level. While proficiency has declined, the government is taking steps like reinstating English as the medium for science and math. Private language centers also play a role in English instruction.
This document summarizes the history of educational policy regarding English learners in the United States over the past 40 years. It discusses how the Bilingual Education Act of 1968 aimed to provide meaningful English instruction to non-native English speakers but did not specify whether bilingual or English immersion approaches were preferred. Subsequent reauthorizations of the law emphasized English proficiency but also maintained support for native language instruction at times. The policy faced tensions between assimilationist and pluralistic views and did not resolve the instructional dilemma around how best to teach English. This led to inconsistencies in school programs. The article argues that English learner pedagogy has been "caught in the cocoon" of these policy and practice tensions and has not reached
The Ecuadorian government implemented three initiatives to improve English education: a new national English curriculum, an English proficiency requirement for teachers, and fully-funded scholarships for students and teachers to study abroad. However, two gaps were identified: students graduating with a B1 English level may not have skills sufficient to study abroad, and the teacher requirement alone does not guarantee quality English instruction. The report recommends starting English instruction earlier, increasing the teacher requirement to a C1 level, and establishing regular teacher training in English teaching methods.
The document discusses the Common European Framework of Reference (CEFR) and how it could be adapted to improve language skills for Spanish children. It provides definitions for key terms like plurilingualism and examines advantages and disadvantages of plurilingual schools. It also analyzes which communicative language strategies from the CEFR would be most useful in Spanish classrooms. Finally, it proposes ways the CEFR could be modified, such as using its proficiency levels and terminology, differentiating instruction based on levels, and focusing on developing a positive attitude towards the target language.
The document outlines the fundamental requirements for an effective Mother Tongue Based Multilingual Education (MTBMLE) program according to the Department of Education. It notes that using a child's first language as the primary medium of instruction until at least Grade 3 helps facilitate understanding of subjects. The requirements also include developing instructional materials in local languages, continuing education for teachers on using the first language to develop students' thinking skills, and ensuring support from parents and the community.
Catalan Language in Education (In Transit #27)Miqui Mel
Â
The issue of Catalan language in education is controversial in Spain. Catalonia has adopted a model where Catalan is the primary language of instruction to ensure students learn both Catalan and Spanish, while the Valencian region allows parents to choose the language of instruction. Pressure from Spanish nationalist politicians to reduce the role of Catalan in education has increased in recent years, including court rulings limiting its use and new laws in the Balearic Islands. Supporters argue the Catalan model works and students learn both languages well, but opponents claim it denies the right to choose Spanish.
Unit 2. education in a multilingual societyJordi Seriols
Â
The document discusses European policies around language learning and multilingual education. It promotes plurilingualism, the learning of three languages, and the use of Content and Language Integrated Learning (CLIL). CLIL aims to improve language skills and subject learning while fostering greater intercultural understanding and economic competitiveness through education in additional languages. The policy seeks to provide equal opportunities for learning all European languages and reduce social exclusion.
English has become a universal language due to its widespread use globally. It has advantages as a lingua franca in that it allows people to communicate internationally and opens up opportunities for education, work, and business abroad. However, English also has disadvantages. Learning English skills like reading, writing, listening and speaking is challenging for some people. Using English extensively can also cause people to lose aspects of their native culture and identity over time. While English provides benefits as a common global tongue, it also faces criticism for its difficulties and potential cultural impacts.
The document summarizes foreign language education in Hungary. It notes that while Hungarian is the primary language, German, Croatian and other languages are also spoken as minority languages. It describes the history and structure of the education system, including starting ages, types of schools, and requirements around foreign language study. It also discusses challenges around teacher qualifications, availability of resources, and ensuring early language learning is continued effectively in later grades.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
Â
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
The Roadmap to Philippine MultiliteracyDina Ocampo
Â
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
the implementation of bilingual education systemtaqiudinzarkasi
Â
This document discusses the implementation of a bilingual education system using Indonesian and English at Frater Private Junior High School in Maumere. It describes the immersion model used, in which students learn content subjects in both English and Indonesian. Teaching is done through cooperative teaching between an English teacher and teachers of other subjects. The implementation aims to prepare students for a globalized world by developing their English skills alongside their Indonesian education.
Lesson 3 cpmt (nature and models of mtbmle) MOTHER TONGUE-BASED MULTILINGUAL ...Erli Galano
Â
The document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms related to MTB-MLE and outlines several models of multilingual education programs including transitional bilingual education, immersion programs, and maintenance multilingual education. The document also discusses the benefits of MTB-MLE such as reduced dropout rates and increased parent/community involvement. It provides examples of languages used in the Philippines' MTB-MLE implementation and summarizes comments from an expert in the field supporting MTB-MLE.
The document discusses bridging languages in a multilingual education program, specifically bridging from the mother tongue to Filipino and English. It explains that bridging involves using cross-linguistic strategies to leverage students' skills in their first language to facilitate literacy and learning in additional languages. The document also provides examples of how to bridge between specific languages by comparing letter sounds and vocabulary.
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
Â
This document proposes using mother tongue-based education in Timor-Leste to address the high dropout rates in rural areas. It discusses how the current education system relies on a mono-language approach that fails students by not connecting to their cultural experiences. The document recommends adopting a critical pedagogy framework based on Paulo Freire that emphasizes dialogue and problem-posing education centered around students' lives. It argues that using students' mother tongues along with Tetum and Portuguese will help make education more relevant and engaging while promoting local identities and collaboration with communities. The goal is to transform the current "banking system" of education into a learner-centered approach that empowers students through place-based learning.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 living dialects. MTB-MLE aims to address linguistic discrimination in education by using students' native languages as the primary language of instruction, while also teaching them Filipino and English. The program was implemented nationally in 2012 as part of expanding basic education to K-12. Advocates say MTB-MLE helps students gain proficiency in their mother tongue, Filipino, and English. It provides benefits like literacy development, building on prior knowledge, and confidence building.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
This document compares the Irish and Spanish educational systems regarding post-compulsory second language education. It finds that Irish students study English and Irish in school but lack proficiency in oral skills, making it difficult to learn additional languages well. Spanish students receive more focus on oral language skills in their primary education, allowing them to more easily learn foreign languages. The document also examines curriculum differences, finding Ireland focuses more on basic communication while Spain incorporates various teaching approaches. It analyzes assessment methods and finds both countries use the Common European Framework of Reference, but Spain places more emphasis on oral exams earlier.
- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
This document discusses bilingual education programs. It defines bilingual education as teaching academic content in two languages, a native language and a secondary language. It outlines three common models of bilingual education: transitional bilingual education, two-way immersion, and late-exit bilingual education. The document also identifies 10 key factors to consider in bilingual education, such as the languages used by students and teachers, language balance, and language aims/outcomes. It lists cognitive, cultural, communication, curriculum achievement, and economic benefits of bilingual education. Finally, it outlines six components necessary for effective bilingual education programs.
A Contrastive Analysis of Phonemes in the four National Languages of Sierra L...Salone Borbor
Â
This document provides background information on the study of Sierra Leonean languages and introduces the topic of the research. It discusses how Christian missionaries in the 19th century began studying Sierra Leonean languages to translate the Bible. It identifies Krio, Limba, Mende, and Themne as the four national languages of Sierra Leone based on a 1978 language policy. The research aims to conduct a contrastive analysis of the phonemes in these four languages to determine their divergences and relationships. It outlines the scope, significance, methodology, limitations, and hypotheses of the study.
The document discusses the role and power of music from a religious perspective. It provides several key points about music:
1) Music was used effectively in Israel's religious experience and was part of their worship and education. It can uplift thoughts and inspire the soul.
2) Jesus used song and music to resist temptation and express gladness, often singing psalms with others.
3) Both congregational and choir singing are desirable when conducted with solemnity, using talents to praise God. Musical instruments are acceptable when used to glorify God, not for worldly purposes.
This document discusses the benefits of using fuel briquettes for cooking compared to traditional biomass fuels like charcoal and firewood. Briquettes are cheaper to produce and use, burn longer, and reduce indoor air pollution and greenhouse gas emissions. Producing briquettes from waste charcoal and biomass generates income, employment and social benefits for communities while helping meet the demand for cooking fuel and saving trees. Studies on briquette production technologies in Nairobi slums found they improve livelihoods and the environment by providing a sustainable and affordable cooking solution.
This document contains links to various photos on Flickr. However, without accessing the links, it is impossible to determine the subject, content or meaning of the photos. Summarizing the content would require viewing the images, which is not possible based on the information provided in the document.
Unit 2. education in a multilingual societyJordi Seriols
Â
The document discusses European policies around language learning and multilingual education. It promotes plurilingualism, the learning of three languages, and the use of Content and Language Integrated Learning (CLIL). CLIL aims to improve language skills and subject learning while fostering greater intercultural understanding and economic competitiveness through education in additional languages. The policy seeks to provide equal opportunities for learning all European languages and reduce social exclusion.
English has become a universal language due to its widespread use globally. It has advantages as a lingua franca in that it allows people to communicate internationally and opens up opportunities for education, work, and business abroad. However, English also has disadvantages. Learning English skills like reading, writing, listening and speaking is challenging for some people. Using English extensively can also cause people to lose aspects of their native culture and identity over time. While English provides benefits as a common global tongue, it also faces criticism for its difficulties and potential cultural impacts.
The document summarizes foreign language education in Hungary. It notes that while Hungarian is the primary language, German, Croatian and other languages are also spoken as minority languages. It describes the history and structure of the education system, including starting ages, types of schools, and requirements around foreign language study. It also discusses challenges around teacher qualifications, availability of resources, and ensuring early language learning is continued effectively in later grades.
National Language Policy on Primary Education and the Challenges of Language ...inventionjournals
Â
This document discusses the national language policy on primary education in Nigeria and the challenges of implementing it. It outlines the policy which specifies using the mother tongue or language of the immediate community as the medium of instruction for the first three years, then progressively introducing English. However, it notes many challenges including a multilingual setting, lack of qualified teachers, inadequate funding and instructional materials, and problems with implementation. Overall, the document examines the difficulties faced in teaching multiple languages and effectively carrying out the national language policy in primary schools.
The Roadmap to Philippine MultiliteracyDina Ocampo
Â
The document discusses language education policy in the Philippines. It outlines executive orders and bills that aim to strengthen the use of English as a medium of instruction in schools. It also discusses the importance of maintaining cultural identity through language and the benefits of mother tongue education and multilingualism based on evidence from studies. Key recommendations include recognizing the country's multilingual nature and promoting additive bilingual and multilingual education models.
the implementation of bilingual education systemtaqiudinzarkasi
Â
This document discusses the implementation of a bilingual education system using Indonesian and English at Frater Private Junior High School in Maumere. It describes the immersion model used, in which students learn content subjects in both English and Indonesian. Teaching is done through cooperative teaching between an English teacher and teachers of other subjects. The implementation aims to prepare students for a globalized world by developing their English skills alongside their Indonesian education.
Lesson 3 cpmt (nature and models of mtbmle) MOTHER TONGUE-BASED MULTILINGUAL ...Erli Galano
Â
The document discusses mother tongue-based multilingual education (MTB-MLE). It defines key terms related to MTB-MLE and outlines several models of multilingual education programs including transitional bilingual education, immersion programs, and maintenance multilingual education. The document also discusses the benefits of MTB-MLE such as reduced dropout rates and increased parent/community involvement. It provides examples of languages used in the Philippines' MTB-MLE implementation and summarizes comments from an expert in the field supporting MTB-MLE.
The document discusses bridging languages in a multilingual education program, specifically bridging from the mother tongue to Filipino and English. It explains that bridging involves using cross-linguistic strategies to leverage students' skills in their first language to facilitate literacy and learning in additional languages. The document also provides examples of how to bridge between specific languages by comparing letter sounds and vocabulary.
Mother tongue based education as the aplication of critical pedagogy in timor...barr0336
Â
This document proposes using mother tongue-based education in Timor-Leste to address the high dropout rates in rural areas. It discusses how the current education system relies on a mono-language approach that fails students by not connecting to their cultural experiences. The document recommends adopting a critical pedagogy framework based on Paulo Freire that emphasizes dialogue and problem-posing education centered around students' lives. It argues that using students' mother tongues along with Tetum and Portuguese will help make education more relevant and engaging while promoting local identities and collaboration with communities. The goal is to transform the current "banking system" of education into a learner-centered approach that empowers students through place-based learning.
The document discusses Mother Tongue-Based Multilingual Education (MTB-MLE) in the Philippines. It notes that the Philippines has over 170 living dialects. MTB-MLE aims to address linguistic discrimination in education by using students' native languages as the primary language of instruction, while also teaching them Filipino and English. The program was implemented nationally in 2012 as part of expanding basic education to K-12. Advocates say MTB-MLE helps students gain proficiency in their mother tongue, Filipino, and English. It provides benefits like literacy development, building on prior knowledge, and confidence building.
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
This document compares the Irish and Spanish educational systems regarding post-compulsory second language education. It finds that Irish students study English and Irish in school but lack proficiency in oral skills, making it difficult to learn additional languages well. Spanish students receive more focus on oral language skills in their primary education, allowing them to more easily learn foreign languages. The document also examines curriculum differences, finding Ireland focuses more on basic communication while Spain incorporates various teaching approaches. It analyzes assessment methods and finds both countries use the Common European Framework of Reference, but Spain places more emphasis on oral exams earlier.
- Mother tongue-based multilingual education (MLE) leads to better learning outcomes compared to only using English. However, legislators continue to ignore research and promote stronger English-only policies.
- This document aims to clarify issues around language in education in the Philippines by addressing 21 frequently asked questions about MLE. MLE uses multiple languages for literacy and instruction, starting in the learner's first language and gradually introducing additional languages.
- Research shows MLE produces learners who are multilingual, multi-literate, and able to work with diverse cultures. However, it requires well-developed curricula, well-trained teachers, good materials, and community support.
This document discusses bilingual education programs. It defines bilingual education as teaching academic content in two languages, a native language and a secondary language. It outlines three common models of bilingual education: transitional bilingual education, two-way immersion, and late-exit bilingual education. The document also identifies 10 key factors to consider in bilingual education, such as the languages used by students and teachers, language balance, and language aims/outcomes. It lists cognitive, cultural, communication, curriculum achievement, and economic benefits of bilingual education. Finally, it outlines six components necessary for effective bilingual education programs.
A Contrastive Analysis of Phonemes in the four National Languages of Sierra L...Salone Borbor
Â
This document provides background information on the study of Sierra Leonean languages and introduces the topic of the research. It discusses how Christian missionaries in the 19th century began studying Sierra Leonean languages to translate the Bible. It identifies Krio, Limba, Mende, and Themne as the four national languages of Sierra Leone based on a 1978 language policy. The research aims to conduct a contrastive analysis of the phonemes in these four languages to determine their divergences and relationships. It outlines the scope, significance, methodology, limitations, and hypotheses of the study.
The document discusses the role and power of music from a religious perspective. It provides several key points about music:
1) Music was used effectively in Israel's religious experience and was part of their worship and education. It can uplift thoughts and inspire the soul.
2) Jesus used song and music to resist temptation and express gladness, often singing psalms with others.
3) Both congregational and choir singing are desirable when conducted with solemnity, using talents to praise God. Musical instruments are acceptable when used to glorify God, not for worldly purposes.
This document discusses the benefits of using fuel briquettes for cooking compared to traditional biomass fuels like charcoal and firewood. Briquettes are cheaper to produce and use, burn longer, and reduce indoor air pollution and greenhouse gas emissions. Producing briquettes from waste charcoal and biomass generates income, employment and social benefits for communities while helping meet the demand for cooking fuel and saving trees. Studies on briquette production technologies in Nairobi slums found they improve livelihoods and the environment by providing a sustainable and affordable cooking solution.
This document contains links to various photos on Flickr. However, without accessing the links, it is impossible to determine the subject, content or meaning of the photos. Summarizing the content would require viewing the images, which is not possible based on the information provided in the document.
Este documento apresenta o DiretĂłrio Nacional de Catequese da CNBB, elaborado entre 2002-2005 para orientar a catequese no Brasil. Ele adapta o DiretĂłrio Geral para a Catequese de 1997 Ă s realidades brasileiras, inspira-se no documento Catequese Renovada de 1983 e incorpora novas orientaçþes da Igreja desde entĂŁo. Foi aprovado pelos bispos brasileiros para ser um guia valioso da catequese nas dioceses do paĂs.
Challenges in the Teaching of French as a Second Language in Some Anglophone ...ijtsrd
Â
Challenges in the teaching of French francais II in the Cameroon anglophone classroom remains current due to the ineffectiveness of the policy of official bilingualism. Within the anglophone sub system of Education, French language remains the subject with less interest and motivation. This study is out to identify the problems encountered in the teaching and learning of French language in the primary schools and the secondary general education. This scientific work sets out to investigate the suitability of the textbooks for the learners of French, the classroom practices, the capabilities of the learners in the French language and to examine the quality of the teaching. We set out to answer this main question âIn what ways is the French language in the textbooks suitable for the anglophone classroom, and how competent are the teachers to handle every linguistic situation Data collection has been done through these methods Questionnaires, interviews and observation. For the theoretical framework, we have used three theories in this study. They are Social Constructivism, Communicative Competence, the Input and Output Hypothesis. From the findings, the results are indicative enough that the teachers need more training, and the learners need simple and more explicit textbooks. They need more posters and pictures put up everywhere in the French language to create some atmosphere of immersion. Mbuyongha Caroline Messii | Nguendjio Emile-Gille "Challenges in the Teaching of French as a Second Language in Some Anglophone Classrooms in Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50310.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/50310/challenges-in-the-teaching-of-french-as-a-second-language-in-some-anglophone-classrooms-in-cameroon/mbuyongha-caroline-messii
This document provides an overview of English language teaching. It defines TESL (Teaching English as a Second Language) as focusing on learners who will use English daily in addition to their native language, such as immigrants. TESL teaching develops basic survival skills. TEFL (Teaching English as a Foreign Language) occurs in students' home country and is academically-based, developing a range of skills. While the distinction between TESL and TEFL is becoming less important, TESL generally ignores literature and focuses on functional skills, while TEFL students have less exposure to English outside class. The document then discusses English language teaching in Algeria.
A probe into the effectiveness of english teaching in cameroonAlexander Decker
Â
This document discusses the effectiveness of English teaching in Cameroon and proposes ways to improve proficiency among Cameroonian English speakers (CamE speakers). It finds that CamE speakers have relatively low English proficiency compared to speakers from other countries, despite Cameroon's status as an outer circle English-speaking country. It argues this is largely due to ineffective English language teaching practices in Cameroon schools. Specifically, it notes that teaching in Anglophone schools relies too heavily on communicative approaches without incorporating other techniques, while Francophone schools rely too much on outdated grammar translation methods with little oral practice. It also cites factors like the education system, instructional materials, large class sizes, and lack of resources as hindering
A probe into the effectiveness of english teaching in cameroonAlexander Decker
Â
This document discusses the effectiveness of English language teaching in Cameroon. It argues that Cameroonian English speakers have low English proficiency compared to speakers from other countries, despite Cameroon's status as an outer circle English-speaking country with a historical connection to British English. The author attributes this weak proficiency to issues with English language teaching practices and methods in Cameroon rather than factors like Cameroon's multilingual environment. Suggestions are made to improve English teaching to enhance Cameroonian English speakers' proficiency levels.
This document provides an overview of a study on the models of English used by state school English teachers in Morocco. It begins with an abstract that indicates the study aims to determine which models of English teachers in Morocco's state education system are using when instructing their students. It then provides context on English language education in Morocco. The introduction notes that while teachers reach a large number of students, there is no clear guidance on which English model they should follow. The document goes on to discuss Morocco's education systems and levels, English language instruction at each level, and concludes by outlining the study's research methods and key findings.
Realization of the Grapheme 'er' by Learners of English as Foreign Language T...ijtsrd
Â
This research work sets out to evaluate the spoken productions of foreign learners of English the case of students in the English Department of the University of Doba, i.e. students of Level One, who were 200 in number. To carry out the investigation, reading activity of a text was used to collect data. Variationism by Labov 1963 was the theory used to guide the analysis of data. The investigation arrived at the results that learners have very poor performance in the pronunciation of English sounds, which is due to the influence of French and lack of English practice. To improve the learning of EFL, students are recommended to practice English intensively and extensively. Ndikoua Ngaidandi | Michael Etuge Apuge ""Realization of the Grapheme 'er' by Learners of English as Foreign Language: The Case Study of Level-One Students of English Department, University of Doba in Chad"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30274.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/30272/refrigeration-and-air-conditioning-breaking-barriers-among-practitioners-proficiency/mateo-a-alin
Language Policies and Socio-political Inclinations and Influences.pptxMohammadNassef1
Â
This document discusses language policies and influences related to English. It begins by defining language policy and examining English as a medium of communication, including its role in international organizations like the UN and as a lingua franca. It then explores English as a medium of instruction and the language policies around education in countries like the Philippines, which implemented policies over time to promote Spanish, English and Filipino in response to colonial influences. In the Philippines specifically, current policies aim to establish Filipino and English competence through bilingual education programs.
The Problems and Prospects of Teaching English Language In Secondary Schools - FernandoBorgeMafuca
Â
This document outlines Fernando Borge Mafuca's project proposal on the problems and prospects of teaching English at Macombe Secondary School in Gondola, Mozambique. The proposal includes an introduction providing background on the importance of English and issues with its teaching in Mozambique. It then discusses the study's objectives, hypotheses, research questions, limitations, and key terms. The literature review covers concepts of language, language teaching and learning, and problems in English language teaching. The methodology section describes the qualitative research design, population of English teachers and students, and sampling tools.
Multilingualism and language attitudes students perceptions towards kiswahili...Alexander Decker
Â
This document summarizes a study that investigated students' attitudes towards Kiswahili in Mtwara Region of Tanzania. The study found that most Tanzanian students have favorable attitudes towards Kiswahili and its status among secondary school students has not diminished. Kiswahili remains the most preferred language of use in all major domains. The study proposes enhancing the place and role of Kiswahili in Tanzania by exploring its use as a medium of instruction at secondary school levels. It also proposes measures to preserve local vernacular languages that face extinction due to language shift.
The document discusses the changing status and role of languages in Cambodia over time, with a particular focus on the rise of English. It notes Cambodia was once governed by France and Khmer was the main language, but English is now becoming integrated into Cambodian life and society due to factors like globalization, international trade, education, and development assistance. The document examines how political, economic, and social changes in Cambodia have influenced language choices and preferences, with English now seen as important for opportunities, education, and the country's future prosperity.
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. BogotĂĄ,.docxaulasnilda
Â
159PROFILE Vol. 14, No. 1, April 2012. ISSN 1657-0790. BogotĂĄ, Colombia. Pages 159-172
The English as a Foreign Language / Lingua Franca Debate:
Sensitising Teachers of English as a Foreign Language Towards
Teaching English as a Lingua Franca
El debate del inglĂŠs como lengua extranjera o como lengua franca:
sensibilizaciĂłn de docentes de inglĂŠs como lengua extranjera hacia la enseĂąanza
del inglĂŠs como lengua franca
Gillian Mansfield*
University of Parma, Italy
Franca Poppi**
University of Modena and Reggio Emilia, Italy
The function of English as a lingua franca for communication needs rethinking in the teaching of
English as a foreign language classroom as a consequence of globalisation. The present contribution is
an empirical study carried out in an Italian university environment which aims to show how teachers
should take on board awareness raising activities in the recognition of other varieties of English which,
albeit not exploited as benchmarks for language testing and certification, must nevertheless boast a rel-
evant place in the global scenario. This can be achieved in practical terms by interrogating an expressly
made corpus of Chinese English news texts and carrying out simple concordance activities.
Key words: Awareness raising, concordances, English as a foreign language, English as a lingua franca,
globalisation.
Debido a los procesos de globalizaciĂłn, la funciĂłn del inglĂŠs como herramienta internacional o
como lengua franca para la comunicaciĂłn exige un replanteamiento de la enseĂąanza del inglĂŠs como
idioma extranjero. En este artĂculo se presenta un estudio empĂrico llevado a cabo en un contexto
universitario italiano que pretende mostrar cĂłmo los docentes deberĂan desempeĂąar actividades para
facilitar el reconocimiento de otras variedades del inglĂŠs que, al no ser utilizadas como modelos de
evaluaciĂłn y certificaciĂłn lingĂźĂstica, exigen en cambio una mayor atenciĂłn en el escenario global.
En la prĂĄctica, esto puede realizarse analizando un corpus especĂfico de textos periodĂsticos en inglĂŠs
chino y llevando a cabo actividades sencillas de concordancias.
Palabras clave: concordancias, inglĂŠs como lengua extranjera, inglĂŠs como lengua franca, facilitaciĂłn
del reconocimiento, globalizaciĂłn.
* E-mail: [email protected]
** E-mail: [email protected]
This article was received on June 30, 2011, and accepted on November 2, 2011.
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras160
Mansfield & Poppi
Introduction
The worldwide spread of English is just one
of the many different developments subsumed
under the general phenomenon of globalisation. It
is furthermore associated with boundless mobili-
ties and, as such, is the language of globalisation
(Gnutzmann & Intemann, 2008, p. 9).
If, on the one hand it is true that language is
a vital commodity in the globalised world, it is on
the other also true that globalisation raises issues
for se ...
The author discusses three important contemporary issues in foreign language teaching:
1. Learners' self-efficacy and motivation
2. Teachers'/learners' beliefs or opinions
3. Language learning strategies
The author conducted a literature review on research trends over the past decade and found a shift from instructional issues to psychological issues, specifically focusing on these three topics.
Future English teachers' attitudes towards EIL pronunciationabdullahcoskun14
Â
English has become the world's international language, used for international
communication mostly among non-native speakers of other languages and 80
percent of all the English teachers around the world are nonnative Englishspeaking
(NNES) teachers (Canagarajah, 1999). Therefore, there is a growing
need to investigate the EIL (English as an International Language) movement
from non-native pre-service or in-service teachers' point of view. This study
examined future English teachers' attitudes towards teaching pronunciation
within an EIL perspective. Questionnaires and semi-structured interviews with
senior students revealed that native-speaker English is regarded as the correct
model in English language teaching (ELT). The implications of the findings on
the propagation of native speaker norms as the teaching model and the status of
ELF and its reflections on ELT in Turkey are discussed.
The document summarizes a study that investigated Thai university students' attitudes toward different models of English pronunciation. A questionnaire was administered to 387 first and second year students to collect information on their experiences with native and ASEAN varieties of English, as well as their attitudes toward native, intelligible, and World Englishes models. Results showed that students had more favorable attitudes toward native-like pronunciation as the goal of learning English despite recent discussions promoting intelligible models.
Linguistic imperialism imposes the ideology of dominant languages over native languages through education and social norms. It promotes the dominant language in schools, workplaces, and society in general, privileging those who speak the imperial language. This can diminish native languages and cultural identity. The document discusses how English has become dominant in Argentina through education policy and social practices, despite Spanish being the official language. It argues teachers should promote linguistic diversity and cultural identity rather than reproduce linguistic hierarchies.
This document provides background information for a study on the issues related to using English as the medium of instruction at the junior secondary level in Sri Lanka and the psychosocial problems students may encounter. It discusses the importance of English language education in Sri Lanka historically and how views on English medium instruction have changed over time. The study aims to identify theories related to sociocultural aspects of second language learning, analyze how students' social backgrounds influence their bilingual learning, examine psychosocial problems students face with English medium instruction, and suggest remedies. The methodology will include surveys, interviews, classroom observations and document analysis involving students, teachers and administrators in Negombo educational zone. Limitations include the study being confined to one educational zone due to time constraints
English is the most widely spoken language globally and is used as an official or secondary language in about 75 territories, home to one third of the world's population. Due to its widespread use, there are many variations and standards of English. The development and spread of English throughout the world occurred in phases, from the 15th century when it was largely confined to Britain, through the colonial era when it spread through colonization, to the current era where it is learned globally as a lingua franca rather than through imperial domination. There is ongoing debate around whether a distinct variety of English is emerging across Europe to serve as a common language, referred to as "Euro-English".
Similar to Implementing communicative language teaching (clt) in cameroon high schools analysis and perspectives (20)
Abnormalities of hormones and inflammatory cytokines in women affected with p...Alexander Decker
Â
Women with polycystic ovary syndrome (PCOS) have elevated levels of hormones like luteinizing hormone and testosterone, as well as higher levels of insulin and insulin resistance compared to healthy women. They also have increased levels of inflammatory markers like C-reactive protein, interleukin-6, and leptin. This study found these abnormalities in the hormones and inflammatory cytokines of women with PCOS ages 23-40, indicating that hormone imbalances associated with insulin resistance and elevated inflammatory markers may worsen infertility in women with PCOS.
A usability evaluation framework for b2 c e commerce websitesAlexander Decker
Â
This document presents a framework for evaluating the usability of B2C e-commerce websites. It involves user testing methods like usability testing and interviews to identify usability problems in areas like navigation, design, purchasing processes, and customer service. The framework specifies goals for the evaluation, determines which website aspects to evaluate, and identifies target users. It then describes collecting data through user testing and analyzing the results to identify usability problems and suggest improvements.
A universal model for managing the marketing executives in nigerian banksAlexander Decker
Â
This document discusses a study that aimed to synthesize motivation theories into a universal model for managing marketing executives in Nigerian banks. The study was guided by Maslow and McGregor's theories. A sample of 303 marketing executives was used. The results showed that managers will be most effective at motivating marketing executives if they consider individual needs and create challenging but attainable goals. The emerged model suggests managers should provide job satisfaction by tailoring assignments to abilities and monitoring performance with feedback. This addresses confusion faced by Nigerian bank managers in determining effective motivation strategies.
A unique common fixed point theorems in generalized dAlexander Decker
Â
This document presents definitions and properties related to generalized D*-metric spaces and establishes some common fixed point theorems for contractive type mappings in these spaces. It begins by introducing D*-metric spaces and generalized D*-metric spaces, defines concepts like convergence and Cauchy sequences. It presents lemmas showing the uniqueness of limits in these spaces and the equivalence of different definitions of convergence. The goal of the paper is then stated as obtaining a unique common fixed point theorem for generalized D*-metric spaces.
A trends of salmonella and antibiotic resistanceAlexander Decker
Â
This document provides a review of trends in Salmonella and antibiotic resistance. It begins with an introduction to Salmonella as a facultative anaerobe that causes nontyphoidal salmonellosis. The emergence of antimicrobial-resistant Salmonella is then discussed. The document proceeds to cover the historical perspective and classification of Salmonella, definitions of antimicrobials and antibiotic resistance, and mechanisms of antibiotic resistance in Salmonella including modification or destruction of antimicrobial agents, efflux pumps, modification of antibiotic targets, and decreased membrane permeability. Specific resistance mechanisms are discussed for several classes of antimicrobials.
A transformational generative approach towards understanding al-istifhamAlexander Decker
Â
This document discusses a transformational-generative approach to understanding Al-Istifham, which refers to interrogative sentences in Arabic. It begins with an introduction to the origin and development of Arabic grammar. The paper then explains the theoretical framework of transformational-generative grammar that is used. Basic linguistic concepts and terms related to Arabic grammar are defined. The document analyzes how interrogative sentences in Arabic can be derived and transformed via tools from transformational-generative grammar, categorizing Al-Istifham into linguistic and literary questions.
A time series analysis of the determinants of savings in namibiaAlexander Decker
Â
This document summarizes a study on the determinants of savings in Namibia from 1991 to 2012. It reviews previous literature on savings determinants in developing countries. The study uses time series analysis including unit root tests, cointegration, and error correction models to analyze the relationship between savings and variables like income, inflation, population growth, deposit rates, and financial deepening in Namibia. The results found inflation and income have a positive impact on savings, while population growth negatively impacts savings. Deposit rates and financial deepening were found to have no significant impact. The study reinforces previous work and emphasizes the importance of improving income levels to achieve higher savings rates in Namibia.
A therapy for physical and mental fitness of school childrenAlexander Decker
Â
This document summarizes a study on the importance of exercise in maintaining physical and mental fitness for school children. It discusses how physical and mental fitness are developed through participation in regular physical exercises and cannot be achieved solely through classroom learning. The document outlines different types and components of fitness and argues that developing fitness should be a key objective of education systems. It recommends that schools ensure pupils engage in graded physical activities and exercises to support their overall development.
A theory of efficiency for managing the marketing executives in nigerian banksAlexander Decker
Â
This document summarizes a study examining efficiency in managing marketing executives in Nigerian banks. The study was examined through the lenses of Kaizen theory (continuous improvement) and efficiency theory. A survey of 303 marketing executives from Nigerian banks found that management plays a key role in identifying and implementing efficiency improvements. The document recommends adopting a "3H grand strategy" to improve the heads, hearts, and hands of management and marketing executives by enhancing their knowledge, attitudes, and tools.
This document discusses evaluating the link budget for effective 900MHz GSM communication. It describes the basic parameters needed for a high-level link budget calculation, including transmitter power, antenna gains, path loss, and propagation models. Common propagation models for 900MHz that are described include Okumura model for urban areas and Hata model for urban, suburban, and open areas. Rain attenuation is also incorporated using the updated ITU model to improve communication during rainfall.
A synthetic review of contraceptive supplies in punjabAlexander Decker
Â
This document discusses contraceptive use in Punjab, Pakistan. It begins by providing background on the benefits of family planning and contraceptive use for maternal and child health. It then analyzes contraceptive commodity data from Punjab, finding that use is still low despite efforts to improve access. The document concludes by emphasizing the need for strategies to bridge gaps and meet the unmet need for effective and affordable contraceptive methods and supplies in Punjab in order to improve health outcomes.
A synthesis of taylorâs and fayolâs management approaches for managing market...Alexander Decker
Â
1) The document discusses synthesizing Taylor's scientific management approach and Fayol's process management approach to identify an effective way to manage marketing executives in Nigerian banks.
2) It reviews Taylor's emphasis on efficiency and breaking tasks into small parts, and Fayol's focus on developing general management principles.
3) The study administered a survey to 303 marketing executives in Nigerian banks to test if combining elements of Taylor and Fayol's approaches would help manage their performance through clear roles, accountability, and motivation. Statistical analysis supported combining the two approaches.
A survey paper on sequence pattern mining with incrementalAlexander Decker
Â
This document summarizes four algorithms for sequential pattern mining: GSP, ISM, FreeSpan, and PrefixSpan. GSP is an Apriori-based algorithm that incorporates time constraints. ISM extends SPADE to incrementally update patterns after database changes. FreeSpan uses frequent items to recursively project databases and grow subsequences. PrefixSpan also uses projection but claims to not require candidate generation. It recursively projects databases based on short prefix patterns. The document concludes by stating the goal was to find an efficient scheme for extracting sequential patterns from transactional datasets.
A survey on live virtual machine migrations and its techniquesAlexander Decker
Â
This document summarizes several techniques for live virtual machine migration in cloud computing. It discusses works that have proposed affinity-aware migration models to improve resource utilization, energy efficient migration approaches using storage migration and live VM migration, and a dynamic consolidation technique using migration control to avoid unnecessary migrations. The document also summarizes works that have designed methods to minimize migration downtime and network traffic, proposed a resource reservation framework for efficient migration of multiple VMs, and addressed real-time issues in live migration. Finally, it provides a table summarizing the techniques, tools used, and potential future work or gaps identified for each discussed work.
A survey on data mining and analysis in hadoop and mongo dbAlexander Decker
Â
This document discusses data mining of big data using Hadoop and MongoDB. It provides an overview of Hadoop and MongoDB and their uses in big data analysis. Specifically, it proposes using Hadoop for distributed processing and MongoDB for data storage and input. The document reviews several related works that discuss big data analysis using these tools, as well as their capabilities for scalable data storage and mining. It aims to improve computational time and fault tolerance for big data analysis by mining data stored in Hadoop using MongoDB and MapReduce.
1. The document discusses several challenges for integrating media with cloud computing including media content convergence, scalability and expandability, finding appropriate applications, and reliability.
2. Media content convergence challenges include dealing with the heterogeneity of media types, services, networks, devices, and quality of service requirements as well as integrating technologies used by media providers and consumers.
3. Scalability and expandability challenges involve adapting to the increasing volume of media content and being able to support new media formats and outlets over time.
This document surveys trust architectures that leverage provenance in wireless sensor networks. It begins with background on provenance, which refers to the documented history or derivation of data. Provenance can be used to assess trust by providing metadata about how data was processed. The document then discusses challenges for using provenance to establish trust in wireless sensor networks, which have constraints on energy and computation. Finally, it provides background on trust, which is the subjective probability that a node will behave dependably. Trust architectures need to be lightweight to account for the constraints of wireless sensor networks.
This document discusses private equity investments in Kenya. It provides background on private equity and discusses trends in various regions. The objectives of the study discussed are to establish the extent of private equity adoption in Kenya, identify common forms of private equity utilized, and determine typical exit strategies. Private equity can involve venture capital, leveraged buyouts, or mezzanine financing. Exits allow recycling of capital into new opportunities. The document provides context on private equity globally and in developing markets like Africa to frame the goals of the study.
This document discusses a study that analyzes the financial health of the Indian logistics industry from 2005-2012 using Altman's Z-score model. The study finds that the average Z-score for selected logistics firms was in the healthy to very healthy range during the study period. The average Z-score increased from 2006 to 2010 when the Indian economy was hit by the global recession, indicating the overall performance of the Indian logistics industry was good. The document reviews previous literature on measuring financial performance and distress using ratios and Z-scores, and outlines the objectives and methodology used in the current study.
Freshworks Rethinks NoSQL for Rapid Scaling & Cost-EfficiencyScyllaDB
Â
Freshworks creates AI-boosted business software that helps employees work more efficiently and effectively. Managing data across multiple RDBMS and NoSQL databases was already a challenge at their current scale. To prepare for 10X growth, they knew it was time to rethink their database strategy. Learn how they architected a solution that would simplify scaling while keeping costs under control.
What is an RPA CoE? Session 2 â CoE RolesDianaGray10
Â
In this session, we will review the players involved in the CoE and how each role impacts opportunities.
Topics covered:
⢠What roles are essential?
⢠What place in the automation journey does each role play?
Speaker:
Chris Bolin, Senior Intelligent Automation Architect Anika Systems
Northern Engraving | Modern Metal Trim, Nameplates and Appliance PanelsNorthern Engraving
Â
What began over 115 years ago as a supplier of precision gauges to the automotive industry has evolved into being an industry leader in the manufacture of product branding, automotive cockpit trim and decorative appliance trim. Value-added services include in-house Design, Engineering, Program Management, Test Lab and Tool Shops.
In the realm of cybersecurity, offensive security practices act as a critical shield. By simulating real-world attacks in a controlled environment, these techniques expose vulnerabilities before malicious actors can exploit them. This proactive approach allows manufacturers to identify and fix weaknesses, significantly enhancing system security.
This presentation delves into the development of a system designed to mimic Galileo's Open Service signal using software-defined radio (SDR) technology. We'll begin with a foundational overview of both Global Navigation Satellite Systems (GNSS) and the intricacies of digital signal processing.
The presentation culminates in a live demonstration. We'll showcase the manipulation of Galileo's Open Service pilot signal, simulating an attack on various software and hardware systems. This practical demonstration serves to highlight the potential consequences of unaddressed vulnerabilities, emphasizing the importance of offensive security practices in safeguarding critical infrastructure.
High performance Serverless Java on AWS- GoTo Amsterdam 2024Vadym Kazulkin
Â
Java is for many years one of the most popular programming languages, but it used to have hard times in the Serverless community. Java is known for its high cold start times and high memory footprint, comparing to other programming languages like Node.js and Python. In this talk I'll look at the general best practices and techniques we can use to decrease memory consumption, cold start times for Java Serverless development on AWS including GraalVM (Native Image) and AWS own offering SnapStart based on Firecracker microVM snapshot and restore and CRaC (Coordinated Restore at Checkpoint) runtime hooks. I'll also provide a lot of benchmarking on Lambda functions trying out various deployment package sizes, Lambda memory settings, Java compilation options and HTTP (a)synchronous clients and measure their impact on cold and warm start times.
Must Know Postgres Extension for DBA and Developer during MigrationMydbops
Â
Mydbops Opensource Database Meetup 16
Topic: Must-Know PostgreSQL Extensions for Developers and DBAs During Migration
Speaker: Deepak Mahto, Founder of DataCloudGaze Consulting
Date & Time: 8th June | 10 AM - 1 PM IST
Venue: Bangalore International Centre, Bangalore
Abstract: Discover how PostgreSQL extensions can be your secret weapon! This talk explores how key extensions enhance database capabilities and streamline the migration process for users moving from other relational databases like Oracle.
Key Takeaways:
* Learn about crucial extensions like oracle_fdw, pgtt, and pg_audit that ease migration complexities.
* Gain valuable strategies for implementing these extensions in PostgreSQL to achieve license freedom.
* Discover how these key extensions can empower both developers and DBAs during the migration process.
* Don't miss this chance to gain practical knowledge from an industry expert and stay updated on the latest open-source database trends.
Mydbops Managed Services specializes in taking the pain out of database management while optimizing performance. Since 2015, we have been providing top-notch support and assistance for the top three open-source databases: MySQL, MongoDB, and PostgreSQL.
Our team offers a wide range of services, including assistance, support, consulting, 24/7 operations, and expertise in all relevant technologies. We help organizations improve their database's performance, scalability, efficiency, and availability.
Contact us: info@mydbops.com
Visit: https://www.mydbops.com/
Follow us on LinkedIn: https://in.linkedin.com/company/mydbops
For more details and updates, please follow up the below links.
Meetup Page : https://www.meetup.com/mydbops-databa...
ââTwitter: https://twitter.com/mydbopsofficial
Blogs: https://www.mydbops.com/blog/
â
âFacebook(Meta): https://www.facebook.com/mydbops/
"Choosing proper type of scaling", Olena SyrotaFwdays
Â
Imagine an IoT processing system that is already quite mature and production-ready and for which client coverage is growing and scaling and performance aspects are life and death questions. The system has Redis, MongoDB, and stream processing based on ksqldb. In this talk, firstly, we will analyze scaling approaches and then select the proper ones for our system.
"Frontline Battles with DDoS: Best practices and Lessons Learned", Igor IvaniukFwdays
Â
At this talk we will discuss DDoS protection tools and best practices, discuss network architectures and what AWS has to offer. Also, we will look into one of the largest DDoS attacks on Ukrainian infrastructure that happened in February 2022. We'll see, what techniques helped to keep the web resources available for Ukrainians and how AWS improved DDoS protection for all customers based on Ukraine experience
How information systems are built or acquired puts information, which is what they should be about, in a secondary place. Our language adapted accordingly, and we no longer talk about information systems but applications. Applications evolved in a way to break data into diverse fragments, tightly coupled with applications and expensive to integrate. The result is technical debt, which is re-paid by taking even bigger "loans", resulting in an ever-increasing technical debt. Software engineering and procurement practices work in sync with market forces to maintain this trend. This talk demonstrates how natural this situation is. The question is: can something be done to reverse the trend?
Session 1 - Intro to Robotic Process Automation.pdfUiPathCommunity
Â
đ Check out our full 'Africa Series - Automation Student Developers (EN)' page to register for the full program:
https://bit.ly/Automation_Student_Kickstart
In this session, we shall introduce you to the world of automation, the UiPath Platform, and guide you on how to install and setup UiPath Studio on your Windows PC.
đ Detailed agenda:
What is RPA? Benefits of RPA?
RPA Applications
The UiPath End-to-End Automation Platform
UiPath Studio CE Installation and Setup
đť Extra training through UiPath Academy:
Introduction to Automation
UiPath Business Automation Platform
Explore automation development with UiPath Studio
đ Register here for our upcoming Session 2 on June 20: Introduction to UiPath Studio Fundamentals: https://community.uipath.com/events/details/uipath-lagos-presents-session-2-introduction-to-uipath-studio-fundamentals/
Dandelion Hashtable: beyond billion requests per second on a commodity serverAntonios Katsarakis
Â
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectorsDianaGray10
Â
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
The best part is you can achieve this without building a custom workflow! Say goodbye to the hassle of using separate automations to call APIs. By seamlessly integrating within App Studio, you can now easily streamline your workflow, while gaining direct access to our Connector Catalog of popular applications.
Weâll discuss and demo the benefits of UiPath Apps and connectors including:
Creating a compelling user experience for any software, without the limitations of APIs.
Accelerating the app creation process, saving time and effort
Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
Speakers:
Russell Alfeche, Technology Leader, RPA at qBotic and UiPath MVP
Charlie Greenberg, host
zkStudyClub - LatticeFold: A Lattice-based Folding Scheme and its Application...Alex Pruden
Â
Folding is a recent technique for building efficient recursive SNARKs. Several elegant folding protocols have been proposed, such as Nova, Supernova, Hypernova, Protostar, and others. However, all of them rely on an additively homomorphic commitment scheme based on discrete log, and are therefore not post-quantum secure. In this work we present LatticeFold, the first lattice-based folding protocol based on the Module SIS problem. This folding protocol naturally leads to an efficient recursive lattice-based SNARK and an efficient PCD scheme. LatticeFold supports folding low-degree relations, such as R1CS, as well as high-degree relations, such as CCS. The key challenge is to construct a secure folding protocol that works with the Ajtai commitment scheme. The difficulty, is ensuring that extracted witnesses are low norm through many rounds of folding. We present a novel technique using the sumcheck protocol to ensure that extracted witnesses are always low norm no matter how many rounds of folding are used. Our evaluation of the final proof system suggests that it is as performant as Hypernova, while providing post-quantum security.
Paper Link: https://eprint.iacr.org/2024/257
"NATO Hackathon Winner: AI-Powered Drug Search", Taras KlobaFwdays
Â
This is a session that details how PostgreSQL's features and Azure AI Services can be effectively used to significantly enhance the search functionality in any application.
In this session, we'll share insights on how we used PostgreSQL to facilitate precise searches across multiple fields in our mobile application. The techniques include using LIKE and ILIKE operators and integrating a trigram-based search to handle potential misspellings, thereby increasing the search accuracy.
We'll also discuss how the azure_ai extension on PostgreSQL databases in Azure and Azure AI Services were utilized to create vectors from user input, a feature beneficial when users wish to find specific items based on text prompts. While our application's case study involves a drug search, the techniques and principles shared in this session can be adapted to improve search functionality in a wide range of applications. Join us to learn how PostgreSQL and Azure AI can be harnessed to enhance your application's search capability.
Essentials of Automations: Exploring Attributes & Automation ParametersSafe Software
Â
Building automations in FME Flow can save time, money, and help businesses scale by eliminating data silos and providing data to stakeholders in real-time. One essential component to orchestrating complex automations is the use of attributes & automation parameters (both formerly known as âkeysâ). In fact, itâs unlikely youâll ever build an Automation without using these components, but what exactly are they?
Attributes & automation parameters enable the automation author to pass data values from one automation component to the next. During this webinar, our FME Flow Specialists will cover leveraging the three types of these output attributes & parameters in FME Flow: Event, Custom, and Automation. As a bonus, theyâll also be making use of the Split-Merge Block functionality.
Youâll leave this webinar with a better understanding of how to maximize the potential of automations by making use of attributes & automation parameters, with the ultimate goal of setting your enterprise integration workflows up on autopilot.
Essentials of Automations: Exploring Attributes & Automation Parameters
Â
Implementing communicative language teaching (clt) in cameroon high schools analysis and perspectives
1. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
87
Implementing Communicative Language Teaching (CLT) in
Cameroon High Schools: Analysis and Perspectives
Serges MoĂŻse Essossomo
Department of English,University of Yaounde I, Cameroon
E-mail: sergelandryesso@yahoo.com
Abstract
The past few decades has witnessed a shift of focus in the teaching profession both in Native and some Non-
Native settings. The teaching enterprise now rests on the solid assumption that language should be taught for the
purpose of effective communication. L2 instruction main concern in the 21st
century is to help learners become
competent users of the language. The teaching of English aims to help learners possess the essential weapons
(required knowledge) for a sound linguistic communication. This knowledge which, it should be recalled, is a
prerequisite for effective communication, is technically referred to as Communicative Competence which
involves not only linguistic competence, but also sociocultural, pragmatic, strategic, discourse, formulaic,
interactional competences (Celce-Murcia:2007). Communicative Language Teaching is judged an appropriate
model for learners to acquire communicative competence. However, in some Non Native settings like Cameroon,
this method is tends not to be used due to some psychological, pedagogical, social and linguistic factors. The
objectives of this paper are twofold: first, it seeks to critically examine some factors that constitute an
impediment to the implementation of CLT in Cameroonian high school English classes. Second, it proposes
some practical solutions for the implementation of the CLT approach.
Keywords: Communicative Language Teaching, Cameroon educational system, Communicative competence.
Introduction
The world has become a global village where English is the most common used code among speakers of
different linguistic and cultural backgrounds. As the privilege language of social interaction, it is very important
to be competent in English so as to enhance intelligibility. Every English user must have a knowledge of the
way language, a system of subsystem par excellence, functions in a variety of contexts. This goes beyond a
simple knowledge of linguistic aspects like grammar, phonology, syntax, morphology and lexicology. Some
socio-cultural and contextual aspects should also be taken into account. CLT has become the dynamic power that
shapes the planning, implementation, and evaluation of English language teaching (ELT) programmers nearly in
all parts of the world (Kumaravadivelu (1993). This important role that English plays has led to some important
reforms in school curricula, CLT being the most recommended model in the English language classroom the
world over. This innovative model was established out of absolute necessity. To Littlewood (2007), CLT saw the
light of the day in order to compensate for the limitations of the traditional language teaching methods. Thus, it
has been introduced in ESL/EFL settings to improve studentsâ abilities to use English in real-life situations. The
model advocates teaching practices that develop communicative competence in authentic contexts (Larsen-
Freeman, 2000). What is worth taking note of is that, the theories and practices of CLT face various challenges
in ESL/EFL contexts as is the case in Cameroon: a wide range of factors tend to impact the sound
implementation of the model. The teaching activity is still based on tradition methods (mostly the Grammar
Translation method). The teaching process which should focus on students, is rather geared to the end of year
examination.
Background information on Cameroon
Geographically, Cameroon, âAfrica in miniatureâ par excellence, is a central African country which shares
boundaries with more than three countries of the central African sub-region. Thus, the country is bounded to the
west by Nigeria, an English speaking country. It shares a border with one Spanish speaking country (Equatorial
Guinea). The country is surrounded to the North, South and East by four French speaking countries: to the East,
it is bounded by Central African Republic, to the North by Chad and to the South by Gabon and Congo.
Demographically, the population of Cameroon is estimated at around 16 million people (Ethnologue: 2003)
organised in different ethnic groups. Historically, Cameroon was colonised by three main European countries the
first being Germany. The country was under British administration for close to four decades (1884-1918).
Unfortunately, as the Germans lost the First World War that broke in 1914, their possessions in Africa in general
and in Cameroon in particular, were shared between one French-speaking country and one English-speaking
namely France and Britain respectively. Franceâs portion of German Kamerun was called French Cameroon,
where French was made the official language. Britainâs portion was called British Cameroons, where expectedly
English was made the official language Korea (2002). In 1961, British Cameroons obtained its autonomy and
decided to form a federation with French Cameroon, which had obtained its independence in the year 1960. This
2. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
88
led to the introduction of English as the joint official language of the federated country (Neba: 1982). Today,
French and English are the official languages of the country and they enjoy the same official status. From the
linguistic perspective, Cameroon is a veritable Aladdinâs cave of languages. According to Chumbo and Simo
Bobda citing Tadadjeu (1983:118), Cameroon has the most complex linguistic situation on the entire continent.
Todd (1982:7) goes further by considering it as part of the most multilingual nations in the globe. Indeed, an
inspection of the different languages (248 at least) that we have in Cameroon reveals that, of the four language
families or phyla in Africa, only the Khoisan is not represented in Cameroon. Thus, in this linguistic repertoire,
languages are distributed among the three (3) of the four (4) major phyla. These are:
- The Afro-Asiatic phylum represented by the Arabic family of the Northern Cameroon.
- The Congo-Kordofanian phylum to the Southwest represented by the Bantu languages and the West Atlantic
subgroup (Fulfulde).
- The Nilo-Saharan phylum represented by Kanuri.
This linguistic situation is further complicated by two languages inherited from the colonial masters and which
serve as official languages. These are English and French respectively. Apart from them we equally have lingua
francas and one hybrid language, Camfranglais. Kouega (2001:14) confidently lists as many as five lingua
francas. These include: Fulfulde in the north and Adamawa regions, Arab Choa in the far north, Ewondo in the
Center and South, Duala in the Littoral and Pidgin English in the Western, Littoral and both Anglophone regions
(South West and North West).
English in the Cameroon Educational System
In 1961, when Francophone Cameroon federated with the part of the territory under British administration
(Kouega 2009), it adopted both English and French as the official languages of the new country and opted for
official bilingualism as a sound language policy. Soon after, the Government started looking for appropriate
measures for the implementation of the opted language policy. The first domain of interest was that of education.
In the East, where French was the main medium of instruction, English became a compulsory subject of the
school curriculum. Similarly, in the West where English was the main medium of instruction, French became a
school subject. Both systems have been operating in the country since then and today the situation is still the
same. Thus, in Cameroon there are two sub-systems of education: the Francophone system and the Anglophone
one. Each of the two systems has its specificities.
As the Eastern part of the country was under French administration, most administrative, official, governmental,
juridical and social issues were based on the French model. In the French subsystem of education, secondary
education lasts for seven years and is organised in two distinctive cycles: the first cycle and the second cycle.
The first cycle which last for four years is made up of four classes namely: Sixième, Cinquième, Quatrième and
Troisième abbreviated to 6ème, 5ème, 4ème, 3ème respectively. In Quatrième, one of two other foreign
languages that are also used in the domain of education, namely Spanish and German, forms an integral part of
the school curriculum and a compulsory official examination subject. At the end of the first cycle, students are
awarded a Brevet dâEtudes du Premier Cycle (B.E.P.C) when they pass the official examination. In the second
cycle, studies take up to three years and students generally specialize in different domains. Some specialise in
mathematics and science and others in âLettersâ. Here, the student obtains two distinctive diplomas: the
Probatoire in the class of Première and the BaccalaurÊat in the last class of the second cycle i.e. Terminale (Tle).
One main observation: from 6ème to Tle, English is a compulsory school subject and examination paper. The
situation is a bit different in the Anglophone subsystem of education.
In the Anglophone subsystem of education, French is also a compulsory school subject from Form One (FI) up
to Form Five (FV). Unlike the Francophone subsystem where the lower level or first cycle takes four (4) years,
in the Anglophone subsystem, it lasts for 5 years (from FI to FV ). Thus, students obtain the General Certificate
of Education, Ordinary Level (GCE O - Level) in Form Five. The upper secondary level of education (second
cycle) here takes only 2 years and students are awarded a GCE A-level upon completion of their studies. What is
worth pointing out is that Spanish and German do not form part of the school subjects like in the francophone
section.
General approach to the notion of Communicative Language Teaching
Communicative Language Teaching derives from a multidisciplinary perspective that includes, at the least,
linguistics, psychology, philosophy, sociology, and educational research. The focus has been the elaboration and
implementation of programs and methodologies that promote the development of functional language ability
through learnersâ participation in communicative events (Savignon (2002). In his famous book entitled
Principles of language learning and teaching, Brown (2007) offered four interconnected characteristics as a
definition of CLT. The author stressed that in a typical CLT context:
(a). Classroom goals are focused on all of the components of communicative competence and not restricted to
grammatical or linguistic competence.
3. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
89
(b). Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language
for meaningful purposes. Organizational language forms are not the central focus, but rather, aspects of language
that enable the learner to accomplish those purposes.
(c). Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times
fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in
language use.
(d). In the communicative classroom, students ultimately have to use the language productively and receptively,
in unrehearsed contexts (p. 241).
Understanding the framework of CLT
Berns (1984:5) writes in explaining Firth's view that:
Language is interaction; it is interpersonal activity and has a clear relationship with society. In this light,
language study has to look at the use (function) of language in context, both its linguistic context (what is uttered
before and after a given piece of discourse) and its social, or situational, context (who is speaking, what their
social roles are, why they have come together to speak.
Such a conception clearly reveals that the primary function of language is communication. This need for the use
of language for communication led in the 1970s to the emergence of Communicative Language Teaching also
known as the Communicative Approach. This method advocates the teaching of language for communicative
purposes; not just for the purpose of passing an examination. History has it that this method is essentially a
product of educators and linguists who had grown dissatisfied with the Audio-lingual and Grammar Translation
methods of foreign language instruction. In fact, educators and linguists felt that students were not learning
enough realistic, whole language. They did not know how to communicate using appropriate social language,
gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied.
Communicative Language Teaching, that makes use of real-life situations that necessitate communication, saw
the light of the day out of that absolute necessity. Communication is a process, it is insufficient for students to
simply have knowledge of target language forms, meanings, and functions. Students must be able to apply this
knowledge in negotiating meaning (Larsen-Freeman 2000: 123). This is in line with Savignonâs (2007)
observation that, regardless of how distant or unspecific the communicative needs of the learners, every program
with a goal of communicative competence should pay heed to opportunities for meaningful language use,
opportunities to focus on meaning as well as form.
The approach in CLT is learner-centred. This learner-cantered approach gives students a sense of
âownershipâ of their learning and enhances their motivation (Brown: 1994). Learners are actively engaged in
negotiating meaning by trying to make themselves understood and in understanding others within the classroom
procedures and activities (Richards & Rodgers, 1986). This does not mean that teachers are sidelined in the
process. Their role is that of a facilitator. The teacher is also a co-communicator who engages in communicative
activities with the students (Larsen-Freeman: 2000). In addition, the teacher acts as analyst, counsellor, and
group process manager (Richards & Rodgers:1986).
Widdowsonâs view of Communicative Language Teaching
According to Widdowson, language should be taught not just for the purpose of knowing how language as a
system is internally organised. He views language learning not merely as acquiring the knowledge of the
theoretical aspects of language, but also as acquiring the ability to use language to communicate in concrete
situations. The author is of the view that knowing a language is more than simply knowing how to understand,
speak, read, and write sentences, but how sentences are used to communicate. âWe do not only learn how to
compose and comprehend correct sentences as isolated linguistic units of random occurrence; but also how to
use sentences appropriately to achieve communicative purposesâ(Widdowson: 1978). The purpose of teaching to
learners is to allow them to become competent speakers of the language that is speakers who are capable of
producing adequate ways of speaking that each situation demands and of making use of the rules for their own
ends (Widdowson 1983).
According to Widdowson, the idea that once competence is acquired, performance will take care of itself is false
(Widdowson: 1972). He states that six or more years of instruction in English does not guarantee normal
language communication. (Widdowson: 1973). He suggests that communicative abilities have to be developed at
the same time as the linguistic skills; otherwise the mere acquisition of the linguistic skills may inhibit the
development of communicative abilities. Widdowsonâs idea seems to be influenced by Hymesâ thought that
children acquire not only the knowledge of grammar, but also the knowledge of appropriateness. Hymes points
out that children acquire knowledge of sociocultural rules such as when to speak, when not to speak, what to talk
about with whom and in what manner, at the same time as they acquire knowledge of grammatical rules.
âChildren develop a general theory of speaking appropriately in their community from a finite experience of
speech acts and their interdependence with sociocultural features.â (Hymes: 1972). Taking this into account,
4. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
90
Widdowson strongly suggests that we need to teach communicative competence along with linguistic
competence.
To make the discussion of teaching both linguistic and communicative competence clear,
Widdowson distinguishes two aspects of performance: âusageâ and âuseâ. He explains that âusageâ makes
evident the extent to which the language user demonstrates his knowledge of linguistic rules, whereas âuseâ
makes evident the extent to which the language user demonstrates his ability to use his knowledge of linguistic
rules for effective communication. (Widdowson: 1978). He also distinguishes two aspects of meaning:
âsignificanceâ and âvalueâ. Significance is the meaning that sentences have in isolation from the particular
situation in which the sentence is produced. Value is the meaning that sentences take on when they are used to
communicate. (Widdowson: 1978). Thus acquisition of linguistic competence is involved in use. Widdowson
suggests that the classroom presentation of language must ensure the acquisition of both kinds of competence by
providing linguistic and communicative contexts. Linguistic context focuses on usage to enable the students to
select which form of sentence is contextually appropriate while communicative context focuses on use to enable
the students to recognize the type of communicative function their sentences fulfil. Widdowson suggests that the
selection of content should be made according to its potential occurrence as an example of use in communicative
acts rather than as an example of usage in terms of linguistic structure (Widdowson: 1978). Grammar must be
based on semantic concepts and must help a learner to acquire a practical mastery of language for the natural
communicative use of language.
Exploring some principles of CLT
CLT as a sound theoretical framework in the ELT enterprise could better be understood with regard to its
principles. Berns (1984:104) provides a useful summary of eight principles of CLT:
1. Language teaching is based on a view of language as communication. That is, language is seen as a social tool
that speakers use to make meaning; speakers communicate about something to someone for some purpose, either
orally or in writing.
2. Diversity is recognized and accepted as part of language development and use in second language learners and
users, as it is with first language users.
3. A learnerâs competence is considered in relative, not in absolute, terms.
4. More than one variety of a language is recognized as a viable model for learning and teaching.
5. Culture is recognized as instrumental in shaping speakersâ communicative competence, in both their first and
subsequent languages.
6. No single methodology or fixed set of techniques is prescribed.
7. Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the
development of learnersâ competence in each.
8. It is essential that learners be engaged in doing things with languageâthat is, that they use language for a
variety of purposes in all phases of learning.
Mazhar (2006) in the article CLT and the 21st Century, discusses five categories in which the CLT (authentic
material reliant) curriculum is based. These include:
1- Language Arts: It includes teaching of English through different activities.
2- Language for Purpose: This means teaching language for communication with due
consideration to the learnerâs purpose of communication.
3- Personal Language: This looks at the learner as an individual with a pre-defined set of psychological strands.
This must not, as it cannot, be overlooked while shaping curriculum, as it demands certain respect for the learner.
4- Theatre Arts: This implies teaching through role-plays, giving the learner an opportunity to play many roles
to understand the meaning in real context.
5- Beyond the Classroom: This focuses on bringing the learners to an environment beyond the classroom so as
to acquaint them with the language used in various real life situations and contexts. For example if they visit a
courtroom trial, an auction proceeding, etc., they will get to know real language, used there.
Factors impeding the implementation of CLT in the process of teaching in Cameroon
Though CLT is the model that is recommended in the teaching enterprise in Cameroon, a wide range of factors
hinder its implementation. Such factors are psychological, pedagogical, social, and linguistic. They are critically
discussed below.
Psychological factors
Two main psychological factors hinder the implementation of CLT in the English classroom in Cameroon high
schools namely: studentsâ negative attitude towards English and their lack of motivation to learn English.
Studentsâ negative attitude towards English
A large scale of French-speaking learners in Cameroon tends to adopt a disquieting, nonchalant and uncaring
attitude towards learning English (Sibarah 1999). This reticence could be attributed to the fact that only a
minority of the Cameroonian population speaks English. Actually, English and French, which are the two
5. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
91
official languages of the country, do not have an equal official status because the French language is far more
officially used than the English language and is spoken by the majority of Cameroonians. As Jikong (1976)
remarks French has such a high tight grip on the students that it is just impossible for them to be permeable to
any other language, irrespective of the important role the new language may play for their success. As a result of
this, most students are quite passive in class. They do not participate in classroom discussions.
Studentsâ lack of motivation to learn English
Ellis (1997), in an overview of research on language learners motivation asserted that âmotivation affects the
extent to which language learners persevere in learning, what kinds of behaviour they exert, and their actual
achievementâ. In Cameroon, most learners have unfavourable attitude towards English, especially French-
speaking Cameroonian learners. This lack of enthusiasm as concerned second language learning is due to the
lack of communicative purpose: most learners see no need to learn English, no veritable utilitarian or material
aims as they could carry out every communication transaction in French. Most learners feel that they can do
without English in their daily life as well as their social activities.
Pedagogical factors
A good number of pedagogic factors hinder the use of CLT in the English classroom in Cameroon. Such factors
are taken up in turn below.
Examination/tests-oriented teaching
In most Cameroon high schools, the teaching of English is geared towards the end-of-year official examinations
as well as sequential tests. As such, only aspects of written communication (grammar, vocabulary, reading
comprehension and essay writing) are taught in the classroom. The teaching process seeks to help students
develop skills in writing only. All communicative skills are totally downplayed. Many teachers tend to orientate
their teaching towards the different methods that can help students develop writing skills in order to tackle the
various aspects of the English paper with relative ease and pass their examinations.
Overcrowded classrooms
Cohen and Manion (1983:221) pointed out that âa careful attention to seating arrangement contributes as
effectively as any other aspect of classroom management and control, to overall success with a class
subsequentlyâ. In most Cameroon secondary schools, however, students are not seated comfortably.
Overcrowded classrooms is a challenge facing most Cameroon high schools. In fact, most teachers at this level
of education generally complain, saying that teaching conditions in such environments are not good at all. Some
of the sad experiences faced by both teachers and learners include noise making, inadequate participation in the
lesson by students sitting at the back, difficulty in catching cheating students, lack of total control of the
classroom by the teacher. All these problems definitely hamper effective implementation of CLT. The classroom
in Cameroon does not favour better teaching/learning conditions. A single classroom may comprise more than
one hundred students. It is challenging to use CLT in the classroom with more than hundred students. Student
opportunities to practice the language are not provided for.
It is quite difficult to monitor classroom activities in such classes
Limited teaching hours (time constraints)
Limited teaching hours is another pedagogic factor that hinders the implementation of CLT. In fact, the
English language as a school subject in the Francophone subsystem of education is limited to 3 or 4 hours a
week. Thus, teachers tend to use that time to teach aspects that are generally tested in classrooms and official
examinations. Most of them complain that such a time frame is insufficient with regard to the program they have
to cover. Even seven hours will not be sufficient to handle different aspects of language effectively. Therefore,
they do not have enough time to complete communicative tasks.
Linguistic factors: the influence of background languages
The most important linguistic factor that we will like to point out here is the influence of studentsâ background or
first acquired language(s), Cameroon being a linguistic melting pot.
Weinreich (1953) was apparently the first to suggest that the mutual influence of a bilingualâs two languages on
each other is inevitable. In Cameroon, most students continue to use their first acquired language in the
classroom. Most learners continue to speak French which acts as a lingua franca in the French-speaking part of
Cameroon (80% of the population use it in most of their interactions) in the English classroom. They find
difficulties to shelf it and this is highly problematic in implementing CLT as CLT requires studentsâ fluency in
the English language.
The lack of necessary resources
Implementing CLT requires adequate materials, as a lot of communicative activities are involved. Unfortunately,
in Cameroon, most classrooms at the secondary level of education do not have the necessary equipment for a
sound implementation of CLT: there is no audio-visual materials or any other ready-made tool for speech
assessment. There is no language laboratories in Cameroon high schools. The spoken dimension of language
6. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
92
which is of prior importance in CLT therefore tends to be neglected as a result of this paucity of the necessary
resources.
Social factors
There are some social constraints like high familial, learners and school authoritiesâ expectations for
academic success. Most course instructors teach English under pressure from the school authorities. In the
teaching activity, they should incorporate only aspects that can help students better tackle questions in the
official examinations with relative ease. Most teachers generally report that whenever they incorporate
communicative activities in the teaching process, they are treated as âirresponsibleâ.
Some recommendations
With regard to the above factors, some recommendation should be made for a better implementation of
CLT in the English classroom in Cameroon.
First and foremost teachers should motivate students to learn English. This, we hope so, will help them
develop a positive attitude towards it and they will be more enthusiastic in learning the language. Students will
no longer shy away from the activities where speaking is involved as is generally the case in most high schools
now.
Second, studentsâ communicative competence should be tested in Cameroon official examinations. This
might be in two forms: the examinations may be organised in two phases namely the written part and the oral
one. Or, in the official examination English paper, in addition to the usual sections on grammar, vocabulary,
reading comprehension and essay writing, a section called communication should be added.
Third, since English should be taught both for written and spoken communication, the time allocated to
English courses should be increased so that teachers would not neglect any particular aspect. Since French, for
example is taught for four (6) hours, it might be reduced to three (4) hours. The other two hours could be
attributed to English. Though such a time frame may still be insufficient, it will all the same help teachers
accomplish a lot of activities involved in CLT.
Fourth, as the environment where CLT is to be practised should be appropriate enough, we would like to
stress that classrooms should be well equipped. Cameroon government should invest in education. In each high
school, there shall be language laboratories with audio-lingual materials where some activities involved in CLT
can take place.
Finally, teachers and school officials should create an English environment in the school to increase
studentsâ opportunities to practice English. In the English classroom, the use of French as well as studentsâ
mother tongues should be strictly forbidden as CLT requires studentsâ proficiency in English.
Conclusion
This paper critically examined the different factors that impede the implementation of CLT, a language teaching
approach which focuses on the teaching of language for communicative purposes. It is believed that such factors
will be looked at by the school administrators and policy makers a sound implementation of CLT in the English
classroom in Cameroon. If all the propose measures (as well as the other alternatives) are taken into account, we
hope that CLT will be well implemented and students will become proficient speakers of English.
References
Berns, M. S. (1984). âFunctional approaches to language and language teaching: Another lookâ. In S. Savignon
& M. S. Berns (Eds.), "Initiatives in communicative language teaching: A book of readings" (pp. 3-21). Reading,
MA: Addison-Wesley.
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. Upper Saddle
River, New Jersey: Prentice Hall Regents.
Brown, H. D. (2007). Principles of language learning and teaching. New York: Pearson Education, Inc.
Celce-Murcia, M. (2007). âRethinking the Role of Communicative Competence in Language Teachingâ.
Intercultural Language Use and Language Learning, 41â57.
Hymes, D. H. (1972). On communicative competence. In C. J. Brumfit, & K. Johnson (Eds.). The
communicative approach to language teaching (2nd ed., pp. 5-27). Oxford: Oxford University Press.
Kouega, J. P. 2009). âThe English of Francophone users in Cameroon: A phonological
Appraisal.âAnnals of the faculty of Arts, Letters and Social Sciences;
Kumaravadivelu, B .(1993). âMaximizing Learning Potential in the Communicative Classroomâ ELT Journal,
Volume 47(11) Oxford University Press.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. Oxford: Oxford University Press.
Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language
Teaching, 40, 243-249.
Mazhar, M. (2006) âCLT and the 21st Centuryâ Retreived from <http:// http://en.articlesgratuits.com/clt-and-
7. Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper) ISSN 2222-288X (Online)
Vol.4, No.17, 2013
93
the-21st-century-id677.php>
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. Cambridge: Cambridge
University Press.
Savignon, S. J. (Ed.). (2002). Interpreting communicative language teaching: Context and concerns in teacher
education. New Haven, CT: Yale University Press.
Tadadjeu, m. (1983). Prospects for Language Planning Studies in Cameroon: A Sociolinguistic Profile of Urban
Centers in Cameroon. California: Crossroads Press.
Todd, L. (1982). Varieties of English around the word T1: Cameroon, Heidelberg: Julius Gross.
Widdowson, H.G. 1972. âThe Teaching of English as Communication,âin Brumfit and Johnson.
Widdowson, H.G. 1973. âDirections in the Teaching of Discourse,âin Brumfit and Johnson.
Widdowson,H.G.1978.Teaching Language as Communication. London:Oxford University Press.
8. This academic article was published by The International Institute for Science,
Technology and Education (IISTE). The IISTE is a pioneer in the Open Access
Publishing service based in the U.S. and Europe. The aim of the institute is
Accelerating Global Knowledge Sharing.
More information about the publisher can be found in the IISTEâs homepage:
http://www.iiste.org
CALL FOR JOURNAL PAPERS
The IISTE is currently hosting more than 30 peer-reviewed academic journals and
collaborating with academic institutions around the world. Thereâs no deadline for
submission. Prospective authors of IISTE journals can find the submission
instruction on the following page: http://www.iiste.org/journals/ The IISTE
editorial team promises to the review and publish all the qualified submissions in a
fast manner. All the journals articles are available online to the readers all over the
world without financial, legal, or technical barriers other than those inseparable from
gaining access to the internet itself. Printed version of the journals is also available
upon request of readers and authors.
MORE RESOURCES
Book publication information: http://www.iiste.org/book/
Recent conferences: http://www.iiste.org/conference/
IISTE Knowledge Sharing Partners
EBSCO, Index Copernicus, Ulrich's Periodicals Directory, JournalTOCS, PKP Open
Archives Harvester, Bielefeld Academic Search Engine, Elektronische
Zeitschriftenbibliothek EZB, Open J-Gate, OCLC WorldCat, Universe Digtial
Library , NewJour, Google Scholar