Revisiting the notion of maturation in new Englishes

Anchimbe, Eric A.

doi:10.1111/j.1467-971x.2009.01596.x

Cited by 9 publications

(7 citation statements)

References 20 publications

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“…Despite the efforts made by Cameroon's historical allies (Britain and America) to promote the use of English in the country, French has remained the most widely spoken language in Cameroon, leading to a situation of marginalization of the other official language (Ashutantang, 2009). Nevertheless, globalization is leading to a shift, with more and more people going for the English language (Kouega, 1999;Anchimbe, 2007).…”

Section: Britain and Americamentioning

confidence: 99%

Official bilingualism and indigenous language loss: the case of Cameroon.

Echitchi¹

2019

Elia

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In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. Estudios de lingüística inglesa aplicadaCameroon is an African country whose complex linguistic and cultural situation has attracted a lot of interest in academia. From the early days of independence, decision-makers in Cameroon have attempted to find ways to promote a peaceful coexistence between the various languages and cultures within the country. Nevertheless, they have mostly encouraged the use of two colonial languages as evidenced by the country's dual system of education. Though the dominance of English and French in Cameroon's education has had positive effects such as opening the country to the world, it has also contributed to the marginalisation and gradual extinction of vernacular languages, which were spoken before the arrival of colonial masters. This paper therefore sets out to examine the reasons behind the overwhelming presence of European languages in Cameroon's education. It is also a call for the preservation of Cameroon's indigenous languages in a context where most of them are losing domains of use. Claims made in this paper are backed by a review of research works on Cameroon's language situation, a description of Cameroon's ELIA Mon. I, pp. 65-88

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Section: Britain and Americamentioning

confidence: 99%

Official bilingualism and indigenous language loss: the case of Cameroon.

Echitchi¹

2019

Elia

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“…12-14). The reason for this research gap, Anchimbe believes, "is the misconception that these Englishes are not yet mature" (2012, p. 13; italics in original; see also Anchimbe, 2009). What is more, I think a factor that also plays a role here is that "linguists often shy away from cases which do not permit neat classifications" (Görlach, 1996, p. 154).…”

Section: The Acquisition Of L1 English In Postcolonial Societiesmentioning

confidence: 99%

“…He rightly identifies an important research desideratum here because, even though this development opens up new and interesting perspectivesand challenges!for both World Englishes and First Language Acquisition research, the emergence of these new L1 Englishes has not yet been investigated systematically by either of the two disciplines. The reason for this, Anchimbe believes, "is the misconception that these Englishes are not yet mature" (2012, p. 13; italics in origin; see also Anchimbe, 2009). This assumption might be accurate; however, I believe there are additional reasons for the neglect of these Englishes, which will briefly be discussed in Section 3.2.…”

Section: Introductionmentioning

confidence: 99%

Children’s English in Singapore

Buschfeld¹

2019

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Combining the World Englishes framework with First Language Acquisition methodology, this book investigates children's acquisition of L1 English in the context of multilingual Singapore, one of the traditional Kachruvian Outer Circle or ESL countries.The book investigates language choice, use, and dominance in Singaporean families, identifies common linguistic characteristics of L1 Singapore English, as well as the acquisitional route that Singaporean children take. It discusses characteristics at the different levels of language organization, i.e., phonological, morphosyntactic, lexical, and pragmatic features, drawing on a variety of systematically elicited data and Praat-based acoustic analyses. Comparing the results to similar data obtained from children living in England (both monoand bi-/multilingual), the book also sheds light on how the acquisitional steps taken by Singaporean children differ from or are similar to traditional native speakers of English and children from immigrant families in England.

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“…Today, the Anglophone subsystem of education is now literally being invaded by children of Francophone background, a phenomenon which Anchimbe (2007) sees as an identity opportunism, as Francophones now weigh the immense advantages that can accrue from speaking, knowing and operating in English. This rush is of significance to the Cameroonian socio-linguistic landscape as it has seen the emergence of an English-immersion-type educational systems with the advocacy of courses taught simultaneously in English and French across schools.…”

Section: Introductionmentioning

confidence: 99%

Identifying and Overcoming Challenges in Teaching and Learning Pronunciation in an Efl Class: an Experience From Cameroon

Abimnui

2021

IJL

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Purpose: There are still gaps in knowledge with regard to reliable research-based information on what works and what does not work in pronunciation teaching. This gap can be filled by increased academic research on this topic, especially from other teachers’ experiences and practices. This paper investigates some factors hindering the English as a Foreign Language learner (EFL) learners’ acquisition of English pronunciation and reviews issues with English pronunciation instruction from a teacher’s perceived challenges. Methodology: The setting that defines the EFL learner is presented in a case study of an institution of Higher learning, Prepavogt in Yaounde. The participants are 51 students who are in the first year of their studies in a Management and Finance department. Data was collected through observation and analyses of audio tape recordings of students’ oral productions as part of a pre-test and post-test TOEFL examination preparation during the 2020/2021 academic year. Textual data representation is favored as the objective was to supplement qualitative statements with some data. Findings: The findings reveal the factors that affect the students ease of learning pronunciation. These emanated from factors such as the novelty in exposure to the practice of phonetics, the influence of mother tongue, and lack of interest. Segmental features; such as vowels, consonants and suprasegmental features like intonation and stress were all identified as posing serious problems that affected intelligibility. From the pre-test to the post-test, observed individual student improvement are indicators that the teaching strategies, coupled with the supporting audio-visual material, were successful in arousing students’ interest, and developing improved pronunciation. Unique contribution to theory, practice and policy: With the popular decry of how pronunciation skills training are done in secondary schools, which have been proven to be unhelpful, this study demonstrates that appropriate target and focused teaching with supporting equipment, and teacher motivation is needed to train for effective and intelligible standard pronunciation in English among the Cameroonian EFL learners.

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Revisiting the notion of maturation in new Englishes

Cited by 9 publications

References 20 publications

Official bilingualism and indigenous language loss: the case of Cameroon.

Official bilingualism and indigenous language loss: the case of Cameroon.

Children’s English in Singapore

Identifying and Overcoming Challenges in Teaching and Learning Pronunciation in an Efl Class: an Experience From Cameroon

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