9 research outputs found
Determiner phrase structure and concord in Mə̀dʉ́mbὰ
No full textThis article investigates the Mə̀dʉ́mbὰ determiner phrase (DP) and proposes an account of the DP-internal agreement phenomenon. In Mə̀dʉ́mbὰ , multiple modifiers agree with the head noun in the same DP. Following the logic of Pollock’s (1989) Split Inflexional Phrase (IP) hypothesis, many instances of agreement logically call for the projection of numerous agreement phrases (AgrPs). The article argues however, that despite the presence of so many instances of agreement in the Mə̀dʉ́mbὰ DP, we do not need to project an AgrP in the Determiner Phrase. Independently motivated projections provide the checking configurations for handling agreement in the Mə̀dʉ́mbὰ DP.South African Journal of African Languages 2013, 33(1): 59–6
Focus Fronting in a Language with In Situ Marking: The Case of Mǝ̀dʉ́mbà
No full textThis paper discusses the structural realisation of contrastive focus in the Grassfields Bantu language Bamileke Mǝ̀dʉ́mbà, yet another language with grammatically optional focus fronting. We show that the realisation of contrastive focus in Mǝ̀dʉ́mbà is by default marked in situ with the morphological focus marker á. We further show that á introduces an additional, not-at-issue exhaustivity inference as part of its lexical meaning. Taken together, this means that two often-discussed interpretive triggers of grammatically optional focus fronting, namely, contrastivity and exhaustivity, are not responsible for triggering Mǝ̀dʉ́mbà’s focus left-dislocation. Rather, the main semantic contribution of focus fronting consists in triggering an existence presupposition, a discourse-semantic effect well known from other focus–background bipartitions, possibly in combination with other, softer discourse-semantic effects, such as the special emphasis required in cases of discourse unexpectedness
Suivi à distance des étudiants camerounais pendant et après la COVID‑19
No full textLe confinement imposé par le gouvernement camerounais pendant la COVID‑19 a eu des répercussions sur les modalités d’enseignement au supérieur. Tout en normalisant le processus de tutorat à distance, il a permis de déceler un ensemble de difficultés infrastructurelles et comportementales influençant les attitudes des acteurs principaux que sont les enseignants et les étudiants. Cette recherche exploratoire voudrait analyser le suivi des apprenants lors des cours à distance et examiner l’impact de la COVID‑19 sur l’enseignement-apprentissage des apprenants. Cette étude incite à repenser la structuration des cours à distance et invite à penser à une politique générale d’enseignement hybride dans les universités camerounaises afin d’éviter les situations d’expérimentation individuelle des enseignants‑chercheurs.The confinement imposed by the Cameroonian government during COVID‑19 had repercussions on education but above all made it possible to identify a series of problems linked to the monitoring of distance learners. This exploratory research, which is based on the data collected by a questionnaire, aims at analyzing the follow-up of learners during non-face-to-face lessons and assessing the impact of COVID‑19 on teaching and learning. This study encourages us to rethink the structuring of distance courses and invites us to move towards a hybrid teaching method in Cameroonian universities in a generalized way
Integrating traditional stories in formal education in the Cameroonian Grassfields
No full textInternational audienceInformal education in the Cameroonian Grassfields continues to rely heavily on oral storytelling. In this regard, storytelling occupies an important place in Grassfields oral traditions, functioning as a means of education as well as entertainment. Older individuals use the oral story medium to transmit knowledge to younger ones throughout the region. Unfortunately, this practice is quickly abandoned or neglected when children integrate formal schooling systems. Traditional Grassfields stories are discouraged or relegated to the background in the school system and stories from foreign cultures are introduced, reflecting a consequence of colonial influence and habits. Like in many oral cultures worldwide, formal learning tends to build more on foreign stories, a practice which contributes heavily to the endangerment and loss of traditional stories alongside their languages and other cultural elements. Drawing on stories from two Grassfields communities: Babanki and Medumba, this study demonstrates that since storytelling is the way Grassfielders pass down knowledge and experience through generations, it is necessary to integrate these traditional stories into formal education in the region to ensure holistic learning experiences and development for younger generations. The underlying motivation which will be demonstrated in this study is that traditional stories can most effectively be used as a springboard to impart modern concepts in both the sciences and arts
Actes du 6e Colloque international du RAIFFET à l'ENSET de Libreville (GABON) en 2022: Éducation technologique, formation professionnelle et nouveaux rapports aux savoirs
No full textInternational audienceThis sixth conference will be an opportunity to compare points of view on this issue of new relationships to knowledge, whether it is a question of looking at this issue at the level of basic education in the framework of education for all (EFA), in that of technological and vocational education and training (TVET) or in that of the training of teaching professionals. It is therefore a question of questioning ourselves on the way in which new relationships to knowledge are constructed according to 3 axesAxis 1 — Educational policies and new relationships to knowledgeAxis 2: Teaching – learning and new relationships to knowledgeAxis 3: Information and communication technologies and new relationships to knowledgeCe sixième colloque sera l’occasion de confronter les points de vue sur cette question des nouveaux rapports aux savoirs qu’il s’agisse de regarder cette question au niveau de l’école de base dans le cadre de l’éducation pour tous (EPT), dans celui de l’éducation et la formation technologique et professionnelle (EFTP) ou dans celui de la formation des professionnels de l’enseignement. Il s’agit donc de nous interroger sur la manière dont les nouveaux rapports aux savoirs sont construits selon 3 axes Axe 1 — Politiques éducatives et nouveaux rapports aux savoirsAxe 2 : Enseigner – apprendre et nouveaux rapports aux savoirsAxe 3 : Technologies de l’information et de la communication et nouveaux rapports aux savoir
Actes du 6e Colloque international du RAIFFET à l'ENSET de Libreville (GABON) en 2022: Éducation technologique, formation professionnelle et nouveaux rapports aux savoirs
No full textInternational audienceThis sixth conference will be an opportunity to compare points of view on this issue of new relationships to knowledge, whether it is a question of looking at this issue at the level of basic education in the framework of education for all (EFA), in that of technological and vocational education and training (TVET) or in that of the training of teaching professionals. It is therefore a question of questioning ourselves on the way in which new relationships to knowledge are constructed according to 3 axesAxis 1 — Educational policies and new relationships to knowledgeAxis 2: Teaching – learning and new relationships to knowledgeAxis 3: Information and communication technologies and new relationships to knowledgeCe sixième colloque sera l’occasion de confronter les points de vue sur cette question des nouveaux rapports aux savoirs qu’il s’agisse de regarder cette question au niveau de l’école de base dans le cadre de l’éducation pour tous (EPT), dans celui de l’éducation et la formation technologique et professionnelle (EFTP) ou dans celui de la formation des professionnels de l’enseignement. Il s’agit donc de nous interroger sur la manière dont les nouveaux rapports aux savoirs sont construits selon 3 axes Axe 1 — Politiques éducatives et nouveaux rapports aux savoirsAxe 2 : Enseigner – apprendre et nouveaux rapports aux savoirsAxe 3 : Technologies de l’information et de la communication et nouveaux rapports aux savoir
Actes du 6e Colloque international du RAIFFET à l'ENSET de Libreville (GABON) en 2022: Éducation technologique, formation professionnelle et nouveaux rapports aux savoirs
No full textInternational audienceThis sixth conference will be an opportunity to compare points of view on this issue of new relationships to knowledge, whether it is a question of looking at this issue at the level of basic education in the framework of education for all (EFA), in that of technological and vocational education and training (TVET) or in that of the training of teaching professionals. It is therefore a question of questioning ourselves on the way in which new relationships to knowledge are constructed according to 3 axesAxis 1 — Educational policies and new relationships to knowledgeAxis 2: Teaching – learning and new relationships to knowledgeAxis 3: Information and communication technologies and new relationships to knowledgeCe sixième colloque sera l’occasion de confronter les points de vue sur cette question des nouveaux rapports aux savoirs qu’il s’agisse de regarder cette question au niveau de l’école de base dans le cadre de l’éducation pour tous (EPT), dans celui de l’éducation et la formation technologique et professionnelle (EFTP) ou dans celui de la formation des professionnels de l’enseignement. Il s’agit donc de nous interroger sur la manière dont les nouveaux rapports aux savoirs sont construits selon 3 axes Axe 1 — Politiques éducatives et nouveaux rapports aux savoirsAxe 2 : Enseigner – apprendre et nouveaux rapports aux savoirsAxe 3 : Technologies de l’information et de la communication et nouveaux rapports aux savoir
Actes du 6e Colloque international du RAIFFET à l'ENSET de Libreville (GABON) en 2022: Éducation technologique, formation professionnelle et nouveaux rapports aux savoirs
No full textInternational audienceThis sixth conference will be an opportunity to compare points of view on this issue of new relationships to knowledge, whether it is a question of looking at this issue at the level of basic education in the framework of education for all (EFA), in that of technological and vocational education and training (TVET) or in that of the training of teaching professionals. It is therefore a question of questioning ourselves on the way in which new relationships to knowledge are constructed according to 3 axesAxis 1 — Educational policies and new relationships to knowledgeAxis 2: Teaching – learning and new relationships to knowledgeAxis 3: Information and communication technologies and new relationships to knowledgeCe sixième colloque sera l’occasion de confronter les points de vue sur cette question des nouveaux rapports aux savoirs qu’il s’agisse de regarder cette question au niveau de l’école de base dans le cadre de l’éducation pour tous (EPT), dans celui de l’éducation et la formation technologique et professionnelle (EFTP) ou dans celui de la formation des professionnels de l’enseignement. Il s’agit donc de nous interroger sur la manière dont les nouveaux rapports aux savoirs sont construits selon 3 axes Axe 1 — Politiques éducatives et nouveaux rapports aux savoirsAxe 2 : Enseigner – apprendre et nouveaux rapports aux savoirsAxe 3 : Technologies de l’information et de la communication et nouveaux rapports aux savoir
Actes du 6e Colloque international du RAIFFET à l'ENSET de Libreville (GABON) en 2022: Éducation technologique, formation professionnelle et nouveaux rapports aux savoirs
No full textInternational audienceThis sixth conference will be an opportunity to compare points of view on this issue of new relationships to knowledge, whether it is a question of looking at this issue at the level of basic education in the framework of education for all (EFA), in that of technological and vocational education and training (TVET) or in that of the training of teaching professionals. It is therefore a question of questioning ourselves on the way in which new relationships to knowledge are constructed according to 3 axesAxis 1 — Educational policies and new relationships to knowledgeAxis 2: Teaching – learning and new relationships to knowledgeAxis 3: Information and communication technologies and new relationships to knowledgeCe sixième colloque sera l’occasion de confronter les points de vue sur cette question des nouveaux rapports aux savoirs qu’il s’agisse de regarder cette question au niveau de l’école de base dans le cadre de l’éducation pour tous (EPT), dans celui de l’éducation et la formation technologique et professionnelle (EFTP) ou dans celui de la formation des professionnels de l’enseignement. Il s’agit donc de nous interroger sur la manière dont les nouveaux rapports aux savoirs sont construits selon 3 axes Axe 1 — Politiques éducatives et nouveaux rapports aux savoirsAxe 2 : Enseigner – apprendre et nouveaux rapports aux savoirsAxe 3 : Technologies de l’information et de la communication et nouveaux rapports aux savoir
