Eurocentric or Indigenized Educational Curriculum: What Possible Option between Foreign Languages and National Languages (Fulfulde) in Education in the Far North Region of Cameroon?



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Submitted Jul 23, 2022
Published Oct 3, 2022
10.24018/ejlang.2022.1.5.23

Abstract viewed = 221 times

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languages in education, as well as their opinion about the option of their replacement with Fulfulde, a lingua franca of the Northern regions of Cameroon.

The data were collected using a quantitative approach through a questionnaire administered to 525 informants, all residing in the Far regions of Cameroon. They originated from the three northern regions but the majority (90%) are native of the Far North.  The multiple-choice questions (with 5 scales ranging from absolutely agree to absolutely disagree) aimed at eliciting the opinion of the respondents regarding the reformation of the LIEP by supressing the prevalence of foreign language over national languages, while upgrading the status of the latter in the secondary schools.

The findings reveal an attitude inclined in favour of foreign languages as the perspective of the substitution of foreign languages by Fulfulde as subject is not opted for. Foreign languages are perceived as being important. As a result, their presence in the Francophone education curriculum is seen as relevant and pertinent. Logically, it is suggested that their teaching be extended to the Anglophone system of education. As concerns instrumentality in social mobility, German is highly rated among foreign languages, and Italian is underrated. English and French are perceived as being more important that these foreign languages. Fulfulde is not perceived as relevant enough to replace FLs in education, however, national languages are seen as deserving a place in the school system.

Keywords: curriculum indigenisation, education, foreign languages, Fulfulde, language in education policy (LIEP), national languages

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