Aménagement de l'acquisition: du trilingiusme fontionnel a la pédagogie convergente

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dc.contributor.authorTakam, Alain F.
dc.date.accessioned2021-12-15T21:53:47Z
dc.date.available2021-12-15T21:53:47Z
dc.date.issued2013
dc.descriptionOpen access article. Creative Commons Attribution ShareAlike 4.0 International License (CC BY-SA 4.0) appliesen_US
dc.description.abstractSocial bilingualism, unlike official bilingualism, is very common. In most countries, the official language/s and tens or hundreds of other languages coexist; many such unofficial languages facing extinction. What is noticeable is that when language planning does not follow the ecological approach, i.e., when it emphasizes the strengthening of a particular language rather than the “structured diversity” of all the languages that make up a particular linguistic ecosystem, that can negatively impact the survival of minority languages. This study, which was carried out from the perspective of ecolinguistics, was aimed at promoting linguistic diversity through the protection of minority languages. It was essentially based on acquisition planning. The protection referred to here could be ensured, among other means, through the progressive acquisition of three or more languages in the education system. In Cameroon, a French – English bilingual country, the minority official language and many local languages are taught in school with varying degrees of success. It was interesting to critically look at some teaching approaches of those languages with the objective of showing how it could be possible, for those whose first language is neither French nor English, to better learn French and/or English, through convergent pedagogy, an educative approach based on the development of bilingualism or multilingualism.en_US
dc.description.peer-reviewYesen_US
dc.identifier.citationTakam, A. F. (2013). Aménagement de l'acquisition: Du trilinguisme fonctionnel a la pédagogie convergente. International Journal of Evaluation and Research in Education, 2(2), 93-106. http://dx.doi.org/10.11591/ijere.v2i2.2021en_US
dc.identifier.urihttps://hdl.handle.net/10133/6111
dc.language.isoFrench
dc.publisherInstitute of Advanced Engineering and Scienceen_US
dc.publisher.departmentDepartment of Modern Languagesen_US
dc.publisher.facultyArts and Scienceen_US
dc.publisher.institutionUniversity of Waterlooen_US
dc.publisher.institutionUniversity of Lethbridgeen_US
dc.publisher.urlhttp://dx.doi.org/10.11591/ijere.v2i2.2021en_US
dc.subjectAcquisition planningen_US
dc.subjectConvergent pedagogyen_US
dc.subjectEthnolinguistic vitalityen_US
dc.subjectMinority languagesen_US
dc.subjectLinguistic diversity
dc.subject.lcshLinguistic minorities
dc.subject.lcshLanguage and languages--Variation
dc.subject.lcshEcolinguistics
dc.titleAménagement de l'acquisition: du trilingiusme fontionnel a la pédagogie convergenteen_US
dc.typeArticleen_US
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