Stephane Celeste Sokeng Piewo | University of Yaounde I (original) (raw)
I am a Lecturer at the University of Yaounde I (Cameroon). My field of study is Applied Linguistics. I am very much interested in digital pedagogy. I teach in the Department of Bilingual Studies (French-English)
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Papers by Stephane Celeste Sokeng Piewo
Theory and Practice in Language Studies, 2014
English Linguistics Research, 2013
This paper analyses the state of immersion at the level of tertiary education. Since French and E... more This paper analyses the state of immersion at the level of tertiary education. Since French and English were adopted in Cameroon after the reunification of British Southern Cameroons and French Cameroon in 1972, the two official languages were introduced in education. Echu (2005: 643) says the term 'immersion' is commonly used when Francophones attend Anglophone schools or when Anglophones attend Francophone schools. This paper seeks to investigate into the kind of immersion observed at the University of Yaounde I, especially in the Department of Bilingual Studies, the Department of French and the Department of English Modern Letters where English and French languages are the main fields of specialisation. It also looks into the attitude and motivation of students and their parents towards their second official language, the distribution of students according to regions and the distribution of students speaking their mother tongue.
This study looks into the performance in English of Francophone learners in general, and into the... more This study looks into the performance in English of Francophone learners in general, and into their mastery of structure and written expression in particular. The informants were 430 pupils who had just obtained the Baccalauréat, the certificate required for admission into tertiary education, and who came from different schools in ten regions of the country. The data were a collection of answers to a TOEFL-like test designed to check these pupils' knowledge of English structure. The analysis revealed that these pupils did not attain college level English, and the English test they took at the Baccalauréat did not seem to effectively assess knowledge of structure. To ensure that Francophones do perform well in English, there is a need to re-orient the English language syllabus and to use the time allocated to the English subject (3 hours a week for seven years) to teach them the substance of English-medium primary education content. When this is done, they would be able to take the First School Leaving Certificate examination before they complete French-medium secondary education.
The paper investigates the difficulties that bilingual level 1 Francophone students in the Depart... more The paper investigates the difficulties that bilingual level 1 Francophone students in the Department of Bilingual Studies of the University of Yaounde I face in English. Data for the study is the essay of 250 students of the 2013-2014 academic year were brought out through a general essay topic they were asked to write. The essays were manually scored and the errors were classified and tabulated according to their number of frequency in the students' essays. The analysis of their compositions revealed that the informants had evidential shortfalls in English grammar. Findings show that the most salient grammatical errors which were found in the students essays included: verb tense and form, subject-verb agreement, prepositions, word order, plurality, articles, passive voice, auxiliaries and double negation. These results showed that the teaching and learning of English writing skill of secondary students in Cameroonian primary and secondary schools need more reinforcement and development.
Theory and Practice in Language Studies, 2014
English Linguistics Research, 2013
This paper analyses the state of immersion at the level of tertiary education. Since French and E... more This paper analyses the state of immersion at the level of tertiary education. Since French and English were adopted in Cameroon after the reunification of British Southern Cameroons and French Cameroon in 1972, the two official languages were introduced in education. Echu (2005: 643) says the term 'immersion' is commonly used when Francophones attend Anglophone schools or when Anglophones attend Francophone schools. This paper seeks to investigate into the kind of immersion observed at the University of Yaounde I, especially in the Department of Bilingual Studies, the Department of French and the Department of English Modern Letters where English and French languages are the main fields of specialisation. It also looks into the attitude and motivation of students and their parents towards their second official language, the distribution of students according to regions and the distribution of students speaking their mother tongue.
This study looks into the performance in English of Francophone learners in general, and into the... more This study looks into the performance in English of Francophone learners in general, and into their mastery of structure and written expression in particular. The informants were 430 pupils who had just obtained the Baccalauréat, the certificate required for admission into tertiary education, and who came from different schools in ten regions of the country. The data were a collection of answers to a TOEFL-like test designed to check these pupils' knowledge of English structure. The analysis revealed that these pupils did not attain college level English, and the English test they took at the Baccalauréat did not seem to effectively assess knowledge of structure. To ensure that Francophones do perform well in English, there is a need to re-orient the English language syllabus and to use the time allocated to the English subject (3 hours a week for seven years) to teach them the substance of English-medium primary education content. When this is done, they would be able to take the First School Leaving Certificate examination before they complete French-medium secondary education.
The paper investigates the difficulties that bilingual level 1 Francophone students in the Depart... more The paper investigates the difficulties that bilingual level 1 Francophone students in the Department of Bilingual Studies of the University of Yaounde I face in English. Data for the study is the essay of 250 students of the 2013-2014 academic year were brought out through a general essay topic they were asked to write. The essays were manually scored and the errors were classified and tabulated according to their number of frequency in the students' essays. The analysis of their compositions revealed that the informants had evidential shortfalls in English grammar. Findings show that the most salient grammatical errors which were found in the students essays included: verb tense and form, subject-verb agreement, prepositions, word order, plurality, articles, passive voice, auxiliaries and double negation. These results showed that the teaching and learning of English writing skill of secondary students in Cameroonian primary and secondary schools need more reinforcement and development.