1,720,956 research outputs found
La Politique linguistique éducative du Cameroun: attitudes et représentations relatives à l'intégration des langues nationales dans les écoles primaires de l'Adamaoua
No full textAt the moment actions are undertaken in order to introduce National Languages in Primary
Schools, it is interesting to study The Cameroon linguistic and educational policy: Attitudes
and Representations relating to the Integration of national languages in the Adamawa
Primary Schools. This study on images is a survey carried out with the collaboration of 115
teachers, 120 parents and some of the Adamawa educational Responsibles. The fundamental
question which guides this survey is: are Attitudes and Representations of the Adamawa
educational actors favourable to the Introduction of National Languages in the Primary
Schools of that Region ? Our research’s hypothesis is that these perceptions impede the
implementation of this policy. In the end of the data processing and the analysing of the
field’s information, we are led to the following results. The basic education actors of the
Adamawa Region don’t have information about legal and constitutional texts that support
promotion and teaching of local languages. Nevertheless, they are disposed to support this
policy. They propose fulani as the first language to be taught and the other languages after.
But also, the selection of these languages is smeared by demeaning stereotypes. That’s why
we recommend the organisation of wide Sensitization Campaigns destined for all the
educational actors, the implication of ENIEG in the formation of teachers in local languages,
and finally, the introduction of specific Contents for the teaching of National Languages in
Cameroonian Primary Schools
L’enseignement de la variation phonétique du français au Cameroun : dérives et conséquences en termes d’insécurité linguistique chez les élèves
Get PDFIn accordance with the recommendations of the meeting on the teaching of French in french-speaking Sub-Saharan Africa held in 2003, Cameroon has just decided to teach French variation. The objective of this paper is to show that the didactic practices currently used to transmit phonetic variation are likely to install learners in linguistic insecurity. Indeed, insteed of initiating learners to decrypt their interlocutor’s accents for better communication, the practices analyzed seem to focus more on identification and linguistic description. This work will show that these practices tend to more transmit to students stereotypes already known about French accents in Cameroon, which generally aim to axiologically classify speakers, with potentially negative consequences for learners’language security. From a didactic perspective, this paper analyzes the French language Textbook at the second cycle in Cameroon and a lesson given to the students of Terminale (Upper six). This study adopts a qualitative approach.Conformément aux recommandations des États généraux de l’enseignement du français en Afrique subsaharienne francophone tenus en 2003, le Cameroun vient de décider d’enseigner la variation du français. L’objectif de cet article est de montrer que les pratiques didactiques actuellement en oeuvre pour transmettre la variation phonétique sont susceptibles d’installer des apprenants dans l’insécurité linguistique. En effet, au lieu de les initier à décrypter les accents de leur interlocuteur pour une meilleure communication, les pratiques analysées semblent plus focalisées sur l’identification de ces accents et leur description linguistique. Ces pratiques tendent davantage à transmettre aux élèves des stéréotypes teintés de jugement axiologique des locuteurs du français, ce qui pourrait entraîner des conséquences négatives sur la sécurité linguistique des apprenants. S’inscrivant dans la perspective didactique, cet article analyse, dans une approche qualitative, le manuel de langue française au second cycle au Cameroun et une leçon dispensée à l’attention des élèves de Terminale
Usages et enjeux de la notion de langue maternelle en contexte éducatif plurilingue camerounais : conséquences sociodidactiques
No full textCet article poursuit le débat concernant la notion de langue maternelle. Cette notion problématique est de plus en plus remise en question à cause de sa complexité sémantique et de la difficulté à la catégoriser en contexte plurilingue. La langue maternelle est pourtant un terme très utilisé dans l’éducation camerounaise pour désigner certaines langues enseignées. Mais ce terme est très peu interrogé. L’usage que l’on en fait varie d’une discipline à une autre : dans l’enseignement des Langues et Cultures Nationales (LCN), l’appellation est revendiquée, alors qu’elle est contournée par l’emploi d’un terme équivalent en classe de français. Ces usages opposés sont intimement liés à des enjeux propres à chacune des deux disciplines. En LCN, cette question n’est pas séparable des questions identitaires, la langue maternelle étant alors considérée comme une langue d’identification ethnique. En français pourtant, cette notion est contournée au profit de langue première (L1), plus neutre. Les conséquences de ces choix sont telles que l’emploi de langue maternelle en LCN conduit à l’irrédentisme et constitue un facteur de démotivation des apprenants. En français par contre, l’usage de L1 conduit à un enseignement quelque peu décontextualisé, cette langue n’étant pas L1 partout. C’est à ces usages, enjeux et conséquences que se consacre cet article, qui s’appuie sur une enquête ethnographique menée dans un établissement de la ville de Ngaoundéré. Les observables analysés ont été construits par observation de leçons, par entretiens et par analyse des programmes officiels.This paper continues the debate on the meaning of mother tongue. In fact, this notion is more and more challenged because of its complexity which makes its identification very difficult in a multilingual context. However, this very little questioned notion in Cameroun is very used to designate some languages taught. The meaning given to this notion varies depending on whether you move from one discipline to another. In the teaching of National Languages and Cultures (NLC), the appellation mother tongue is claimed, while in French classes it is bypassed. Theses uses are related to the specific issues of each subject. In NLC classes, the teaching is inseparable from identity issues. In French classes however, this appellation is bypassed; they prefer to use the term first language which is neutral. The consequences are that these uses lead to irredentism and demotivation in NLC. In French classes, the teaching is decontualized in most of the cases. These are the uses and issues, but also the sociodidactic consequences related to these uses that this paper is studying. The data come from an ethnographic survey conducted in a high school in the city of Ngaoundéré. To get those data, we have used the following survey tehniques: the observation of lessons, the interview and the program analysis
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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