Évaluation de la mise en œuvre du dispositif de l’enseignement des langues et cultures nationales au primaire au Cameroun : le cas de quelques écoles de la ville de Yaoundé

Abstract

Education in Africa and Cameroon in particular has always been the subject of multiple challenges relating to national languages and cultures (LCNs), educational means to use, training of staff and the production of teaching materials. Indeed, Cameroon is committed to protecting and promoting the LCNs, despite the actions undertaken by the government to promote the teaching of LCNs in schools, we therefore note that teachers still experience enormous difficulties in making the teaching of this discipline effective because of The heterogeneity of the classrooms. This observation guide this research entitled: "Evaluation of the implementation of the system for the teaching of national languages and cultures in urban areas in Cameroon: the case of a few schools in the city of Yaoundé". The general objective of this study is to assess the effectiveness of the implementation of the LCN teaching system in urban primary schools in Yaoundé, by identifying the contextual and structural factors that influence this effectiveness. From this objective, follows the hypothesis according to which the effectiveness of the implementation of the system of teaching LCNs in urban primary schools in Yaoundé is limited by contextual and structural pedagogical factors. To verify this hypothesis, we opted for a mixed method (quantitative and qualitative) which allowed us to make a priori hypotheses, through the use of data from secondary sources (articles, theses and dissertations), and primary ones (direct observation, questionnaires and interviews).. The quantitative and qualitative data obtained were respectively analyzed on the basis of the two "x2" KHI test of Bravais Pearson and content analysis. The main results obtained are as follows: the teaching methods of LCNs in primary schools, are acquired through exchanges between peers, with the teacher, and during the various activities of groups such as games, songs, poems, nursery rhymes and other activities. Then, the available educational resources concern: the production or revision of curricula/teaching programs of the said discipline; the production of the various appropriate educational materials and didactic materials; The provision of curricula/programs, educational materials and didactic materials. In addition, the level of teacher training in LCN concerns, among other things: the creation of laboratories in LCN in normal schools (ENIEG, ENIET); continuing education of teachers and provision of phonetic documents in LCN; Organization of LCN teacher training or retraining seminars. Finally, the level of parental involvement in LCN teaching involves the flipped classroom, which translates into the traditional way of teaching, which involves parents in the student learning process at home