By

Kiwoh Terence Nsai and Tamajong Elisabeth

National Centre for Education

Ministry of Scientific Research and innovation

Yaoundé- Cameroon

1. Indigenous Languages (Home or National Languages)

2. Sustainable Development (viewed from Mavesera

2011) which is a positive change that leads to a livable

environment for present and future generations

3. Basic (Elementary/Primary) Education in Cameroon

1. The Pre-Colonial Period which was characterized an exclusive use of the over 270 languages within ethnic and tribal groups.

2. The colonial Period marked by the German colonial administration where there was some tolerence of indigenous language use .

3. The Mandate and Trusteeship Periods marked by British and French administrations of the two parts of Cameroon (West and East Cameroons) that they each received respectively after the Paris Peace Treaties

4. The Independent and Post Independent Periods marked the beginning of some autonomous decisions.

27th September 1958, First autonomous government of West Cameroon bans the teaching of indigenous language

1963, the Department of African Languages at the Federal

University of Cameroon was closed

Complete abandoning of indigenous languages to non-governmental organizations like SIL and NACALCO

1993, University reforms creates departments of African language studies at various state universities

18th January 1996, for a very first time, the Constitution of country recognizes indigenous languages and talks about their protection but no methods of protection of these languages were mentioned.

2000, The new organizational chart of the ministries in

charge of education make provision for positions of

National pedagogic inspectors for national languages

2011 Creation of Commission to work on guidelines

on the teaching of indigenous languages in Cameroon

Begining of experimental teaching of some home

languages some primary school institutions

Can the teaching of these indigenous language

contribute to any form of sustainable

development?

Target group

260 Cameroonians of all Walks of Life from the

towns of Yaoundé and Bamenda

15 students who were once learners of an

indigenous language at the primary school level

through the efforts of NGOs

Instruments Used in Data Collection A five point questionnaire administered to all

respondents Interview with 15 former learners of indigenous

languages Method of Data Analysis Statistical data is presented in simple percentages so

as to enable easy comparison and understanding Data is presented on simple tables and charts

Useful 76%

Not Useful 20%

Abstained 4%

Respondents Appreciation of Decision to Teach Indigenous Languages in

Schools

Can Contribute

13%

Cannot Contribute

87%

Respondent View on the Contribution of Indegenous Languages to any Form of

sustainable Development

Those who think it can contribute justified as follows

Learning a language enables us to understand other cultures

Facilitates in-group communication

Those who think it cannot contribute justified as follows

There is no proper legal frame work to regulate this decision

Cameroon has not properly managed its official bilingualism policy to pretend taking on national languages

At an era of globalisation, we should talk of learning useful languages that can open the country to the world

Only 26% of former learners of Indigenous languages could still remember how to read and write them.

86,7% of former learners did not see the use of learning their indigenous languages since it did not serve any serious purpose.

75% of former learners see their efforts to learn these languages as a waste of time.

In the present dispensation, Cameroonians do not see a reason to learn their indigenous languages within the formal school context for the following reasons

There is no proper legal framework to for it.

Lack of sensitization and proper feasibility studies.

General lack of preparedness in terms of teacher training and the production of didactic material.

In order to be successful in such a venture, Cameroon has to learn from countries like neighboring Nigeria that has a lot of experience in indigenous language issues. It does not suffice to bow to pressure or just to adopt policies in issues of language without proper planning.