scholarly journals Towards a Multiple Language Shift in Cameroon

2021 ◽  
Vol 10 (4) ◽  
pp. 22
Author(s):  
Gilbert Tagne Safotso
Keyword(s):  
Secondary School ◽  
Language Shift ◽  
Language Of Instruction ◽  
The Future ◽  
French Speaking

This paper examines Cameroonians’ use / attitudes to French, English, Cameroon home languages, and other variables to better project the future of those languages in Cameroon. The data analysed were collected through a questionnaire administered to 349 secondary school learners of three regions of Cameroon and 943 students  of the Universities of Dschang, Douala, Buea and Maroua (N=1292). The findings show that a few young Cameroonians speak their mother tongues, but would like their future children to speak them and to be multilingual. This is a quite contradictory situation as those children will have nobody to acquire those languages from. An important number of young French-speaking Cameroonians would prefer English as language of instruction and would like to abandon French in future.

Een Duits netwerk bij de voorbereiding van de Militärverwaltung in België (1939-1940)

2011 ◽  
Vol 69 (4) ◽  
pp. 289-305
Author(s):  
Etienne Verhoeyen
Keyword(s):  
Study Groups ◽  
Study Group ◽  
Student Group ◽  
German Army ◽  
The Future ◽  
French Speaking ◽  
The Government ◽  
Set Up ◽  
First World ◽  
Preparatory Work

Nadat Hitler in oktober 1939 beslist had een aanval in het Westen te ondernemen, werden in Keulen twee studiegroepen opgericht, die het toekomstig bezettingsregime van België en Nederland moesten voorbereiden. Er was een studiecommissie die geleid werd door de toekomstige leider van het Duits Militair Bestuur in België, Regierungspräsident Reeder, en daarnaast bestond een geheime studiegroep die de Sondergruppe Student werd genoemd. Deze bijdrage belicht het voorbereidend werk van de leden van deze studiegroep op het gebied van handel, industrie, recht, Volkstum en cultuur in België. De groep legde een grote belangstelling voor de Flamenfrage aan de dag en trok daarbij lessen uit de ervaringen met de bezetting van België tijdens de Eerste Wereldoorlog. Ofschoon er van diverse zijden in Duitsland werd op aangestuurd, hebben zowel de 'commissie Reeder' als de Sondergruppe de wederinvoering van de bestuurlijke scheiding van het Vlaams en Franstalig landsgedeelte, één van de 'verworvenheden' van het Vlaams activisme uit 1914-18, beslist afgewezen. De bijdrage laat ook de tegenstellingen zien die in Duitsland bestonden op het gebied van de beïnvloeding (ten voordele van Duitsland) in de te bezetten gebieden. ________ A German network in the preparation of the Militärverwaltung (Army administration) in Belgium (1939-1940)After Hitler had decided in October 1939 to carry out an attack on the West, two study groups were set up in Cologne in order to prepare the future occupational regime of Belgium and the Netherlands.  The future leader of the German Army Administration in Belgium, President of the Government Reeder chaired the study group, and in addition there was a secret study group called the Sondergruppe Student (Special Student Group).This contribution illuminates the preparatory work of the members of this study group in the area of trade, industry, law, Volkstum (nationality) and culture in Belgium. The group demonstrated a lot of interest in the Flamenfrage (Flemish question) and in doing so drew lessons from the experience of the occupation of Belgium during the First World War.Although people from various quarters in Germany aimed for the reintroduction of the governmental separation between  the Flemish and French speaking parts of the country, one of the 'achievements' of Flemish activism from the period of 1914-1918, both the 'Reeder committee' and the 'Sondergruppe' definitely dismissed it. This contribution also demonstrates the contradictions present in Germany in the area of influencing the territories to be occupied (in favour of Germany).

“Escola Nova”: The New Secondary School in Mozambique

1978 ◽  
Vol 8 (1) ◽  
pp. 32-34
Author(s):  
Chris Searle
Keyword(s):  
Secondary School ◽  
The Future ◽  
Deep Significance ◽  
The Revolution

Our schools, our syllabuses, our independence—without which we would not be here—are the fruit of scarifice, of the struggle of generations of our ancestors, of our grandparents, of our parents. They are the fruit of Revolution.To the students we say: you are those who continue the Revolution. We leave in you all our hopes, the hopes of the future of our country. But in order that you can continue the Revolution, you must assume the deep significance of your mission as students. You must understand that the school where you study is the fruit of the blood of sacrifice of our People.

scholarly journals Scientific Foundations of the Chuvash Language Textbook for 10-11 Grades

2021 ◽  
Vol 4 (4) ◽  
pp. 57-60
Author(s):  
Yuriy Mikhailovich Vinogradov
Keyword(s):  
Analytical Method ◽  
Native Language ◽  
Language Theory ◽  
Language Of Instruction ◽  
Content Structure ◽  
Modern Language ◽  
Research Material ◽  
The Future ◽  
Relevant Material

The purpose of the article is to familiarize the reader with the content, structure and scientific foundations of the presentation of topics in the manuscript of the future textbook on the Chuvash language for students of grades 10-11 of schools with their native language of instruction. The research material is the manuscript of the textbook "Chuvash language" for grades 10-11 of schools with a native (Chuvash) language of instruction. The comparative-analytical method of research is used in the work. The manuscript was prepared in accordance with the program approved by the resolution of the Federal Educational and Methodological Association (Protocol No. 3/20 of September 17, 2020). This program is aimed at repeating and fixing the material of grades 5-9. In this regard, the manuscript includes relevant material for this purpose. The new topic is mainly the topic of "Language and speech economy". All topics are presented in accordance with the achievements of modern language theory. The author, as well as professor I.A. Andreev, believes that the study of the topic "Phraseology" is inappropriate. Studying a word out of connection with syntax does not reveal the essence of the use of certain affixes. For example, syntactic affixes can take both individual words and phrases. Therefore, morphemics and morphology should be presented in school taking into account syntax.

scholarly journals In the Company of My Peers: Implementation of RDA in Canada

2021 ◽  
Author(s):  
Emma Cross ◽  
Susan Andrews ◽  
Trina Grover ◽  
Christine Oliver ◽  
Pat Riva
Keyword(s):  
Data Analysis ◽  
French Canadian ◽  
Preliminary Results ◽  
Canadian Context ◽  
The Future ◽  
French Speaking ◽  
English Speaking ◽  
Training Delivery ◽  
English Canadian ◽  
Resource Description

Describes the progress made toward implementing <i>Resource Description and Access</i> (RDA) in libraries across Canada, as of Fall 2013. Differences in the training experiences in the English-speaking cataloging communities and French-speaking cataloging communities are discussed. Preliminary results of a survey of implementation in English-Canadian libraries are included as well as a summary of the support provided for French-Canadian libraries. Data analysis includes an examination of the rate of adoption in Canada by region and by sector. Challenges in RDA training delivery in a Canadian context are identified, as well as opportunities for improvement and expansion of RDA training in the future.

scholarly journals The fate of African mask in the works of French-speaking writers in West and Central Africa

2021 ◽  
Vol 27 (3) ◽  
pp. 202-209
Author(s):  
Nina D. Lyakhovskaya
Keyword(s):  
Central Africa ◽  
Francophone Literature ◽  
Early 21St Century ◽  
Ancestor Cult ◽  
The Future ◽  
French Speaking ◽  
History Of ◽  
West And Central Africa ◽  
African Writers ◽  
The 1960S

The article examines the attitude of contemporary African writers to the traditional zoomorphic and anthropomorphic masks. In the 1960s–70s, for the supporters of the theory of negritude, the sacred mask embodied the spirit of ancestors and an inextricable connection with tradition. In a transitional era (the 1990s – the early 21st century), the process of desacralisation of the mask has been observed and such works appear in which the idea of the death of tradition is carried out. The article consistently examines the history of the emergence and strengthening of interest in the image of the African mask as the most striking symbol of African traditions on the part of cultural, art and scientific workers and the reflection of this symbol in the works of representatives of Francophone literature in West and Central Africa in different periods of time. The article concludes about the transformation of the views of the studied writers on the future of African traditions from an enthusiastic and romantic (as, for example, in the lyrics of Léopold Sédar Senghor or Samuel-Martin Eno Belinga) attitude to the images of the African past and tradition – masks, ancestor cult – to despair and bitterness from the awareness of the desacralisation of traditional objects and images and the profanation of tradition under the pressure of the realities of the present day (drama by Koffi Kwahulé). The attitude of African writers to the image of the mask, which is directly related to the themes of preserving traditions and the search of their identity by African literary heroes, is gradually changing, demonstrating the pessimistic view of Francophone African writers on the future of African traditions.

scholarly journals Validating an instrument to investigate students’ conception of Salt hydrolysis

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Isnatul Husniah ◽  
Habiddin Habiddin ◽  
Muhammad Sua’idy ◽  
Nuryono Nuryono
Keyword(s):  
Data Collection ◽  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
School Students ◽  
High Category ◽  
Public Secondary School ◽  
The Future ◽  
Development And Validation

This paper outlines the development and validation of a Four-tier instrument in the topic of salt hydrolysis (FTISH). The instrument was developed by using the procedure of FTDICK instrument as published by Habiddin & Page (2019). This study was a part of other separates studies conducted by other groups of researchers including Devita, Habiddin & Suaidy (2019) (in press). This study involved 127 students in total and data collection were carried out two times involving 64 students in the first data collection and 63 students in the second one. The participants of both groups were public secondary school students from Malang. The FTISH consists of 23 questions. The results show that the validity of the questions ranged between 0.263 and 0.745. The reliability of the instrument was 0.80 and falls in the high category. The future implementation of the instrument to support the teaching and learning of salt hydrolysis are also discussed.

William Carleton between Irish and English: using literary dialect to study language contact and change

2005 ◽  
Vol 14 (4) ◽  
pp. 339-362 ◽  
Author(s):  
Kevin McCafferty
Keyword(s):  
Language Contact ◽  
Language Shift ◽  
Empirical Comparison ◽  
Middle Phase ◽  
British English ◽  
The Future ◽  
Complex Constraints ◽  
Contact Situation ◽  
William Carleton ◽  
Bear Witness

This study examines two features of the Irish English literary dialect of William Carleton, a bilingual writer of the period when Ireland shifted to English. It addresses the issue of the validity of literary dialect via empirical comparison of the use of plural verbal -s in Carleton and in personal letters written by a close contemporary from a similar background. The result suggests considerable accuracy in Carleton’s dialect representation: he uses plural verbal -snot only in agreement with the complex constraints of the Northern Subject Rule but also in line with usage in the letters. Then the study examines Carleton’s use of the be after V-ing construction, which is typically a perfect in present-day Irish English. The future uses found in older texts are sometimes cited as examples of inauthentic literary dialect. However, like others of his generation, Carleton uses be after V-ingin both future and perfect senses. Given his social and linguistic background, his place in relation to the language shift, and the apparent accuracy with which he portrays dialect features, Carleton provides crucial support for the view that future uses arose in a language contact situation in which speakers of British English interpreted be after V-ingas a future, while speakers of Irish acquiring English intended it as a calque on an Irish perfect. As more Irish shifted to English, perfect meanings came to dominate. Carleton and his contemporaries bear witness to the middle phase of this process.

Are There too Many Graduates in the UK?

2004 ◽  
Vol 18 (4) ◽  
pp. 243-254 ◽  
Author(s):  
Tamsin Bowers-Brown ◽  
Lee Harvey
Keyword(s):  
Higher Education ◽  
Young People ◽  
Secondary School ◽  
Knowledge Economy ◽  
White Paper ◽  
Ongoing Debate ◽  
Annual Increase ◽  
The Future ◽  
The Uk

The recent White Paper, The Future of Higher Education, and the annual increase in the number of young people achieving passes at A-level (the final secondary-school examinations) have fuelled an ongoing debate on whether too many people are now entering higher education in the UK. At the centre of the ‘too many graduates’ argument is the issue of employability: is the nation producing enough graduates to meet the needs of the knowledge economy or is there an abundance of graduates in the workplace who do not need degrees to do their jobs? This article identifies key arguments in the increasing participation and employability debate.

Comparing the ‘phrasicon’ of teenagers in immersive and non-immersive settings

2020 ◽  
Vol 8 (1) ◽  
pp. 107-136 ◽  
Author(s):  
Amélie Bulon
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Foreign Language Learning ◽  
Integrated Learning ◽  
Frequency Range ◽  
Foreign Language Learners ◽  
Interdisciplinary Project ◽  
French Speaking

Abstract Foreign language learners’ phraseological proficiency remains problematic, even at advanced levels (e.g., Meunier, 2012; Meunier & Granger, 2008; Siepmann, 2008). While the Content and Language Integrated Learning (CLIL) method is believed to facilitate foreign language learning by fostering input, interaction, and output, little attention has been paid to the phraseological competence of CLIL learners. The present study aims to fill this gap as it is framed within an interdisciplinary project on CLIL in Belgium and specifically focuses on the phrasicon, i.e. the phraseological lexicon, of 5th year French-speaking secondary school learners of English in immersive (CLIL) and non-immersive (NON-CLIL) settings. The paper reports on (1) an analysis of the variety/range of the phrasicon and (2) an overview of phraseological accuracy. The analyses are based on a corpus of written productions of 180 learners. The findings of this study indicate higher frequency, range and accuracy in the phrasicon of CLIL learners.

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