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- W4385597893 abstract "This article examines the implementation of bilingual education in secondary schools in the Republic of Cameroon. In the wake of independence in 1960, Cameroon adopted two educational sub-systems from its former colonial masters, England and France, who administered the country as a mandated territory and later as a trusted territory after the First and Second World Wars. While the English language was used in the former British territory (current Southwest and Northwest regions), the French language was used in the former French territory (current Adamawa, Centre, East, Far North, Littoral, North, South, and West Regions). This gave birth to an official bilingual situation. It is common knowledge that a language question will arise whenever there is language contact that always requires a solution. The adoption of two foreign languages as official languages was thus a prelude to the problem of bilingual education in Cameroon. To promote bilingualism the authorities adopted a bilingual academic system that brought together both sub-systems within the same campus, intending to train young Cameroonians who will be able to produce in both English and French works of art or science of the highest class. The present article aims to find out why sixty-one years after the creation of these bilingual schools in 1963 and 1965, and subsequent ones, Cameroonians are not able to produce in both official languages works of arts and science with consummate skills. The reasons for this failure lay in the methodology adopted in the teaching of languages and the different curricula that need a thorough revision." @default.
- W4385597893 created "2023-08-05" @default.
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- W4385597893 date "2023-01-01" @default.
- W4385597893 modified "2023-09-29" @default.
- W4385597893 title "The Hypothetical Question of Bilingual Education in Schools in Cameroon" @default.
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- W4385597893 doi "https://doi.org/10.4236/jss.2023.118002" @default.
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