When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms

Lozzi Martial Meutem Kamtchueng; François Marc Noyomdi

doi:doi:10.11648/ijll.20241201.16

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When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms

Lozzi Martial Meutem Kamtchueng^*, François Marc Noyomdi

Published in International Journal of Language and Linguistics (Volume 12, Issue 1)

Received: 7 October 2023 Accepted: 30 October 2023 Published: 5 February 2024

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Abstract

This study assesses the English written productions of francophone primary school teachers in the Far-North Region of Cameroon. The sample population was made up of 61 francophone primary school teachers in 19 schools in the Far-North region of Cameroon. They were administered an essay, and some lessons were scanned from their preparation books. The theoretical framework used for this study is Error Analysis theory. The study addresses some graphological, lexical and grammatical features in the written productions of the respondents. The results show that francophone primary school teachers make many errors in their written productions related to the use of some signs of graphology, lexical items, and grammatical constructions. As far as the origin of these errors is concerned, the interference of their official L1 language (French) was to be pointed at in the first place since they use it to fill their gaps in English grammar, lexicology, and graphology. Besides, the respondents display weaknesses as far as the graphological, lexical, and grammatical rules that govern English written productions are concerned. The results show that francophone primary school teachers are not proficient in English and consequently cannot teach that subject efficiently to pupils in primary schools.

Published in	International Journal of Language and Linguistics (Volume 12, Issue 1)
DOI	10.11648/ijll.20241201.16
Page(s)	47-52
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Written Productions, Francophone, Graphology, Lexical, Grammar

References

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APA Style

Kamtchueng, L. M. M., Noyomdi, F. M. (2024). When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. International Journal of Language and Linguistics, 12(1), 47-52. https://doi.org/10.11648/ijll.20241201.16

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Kamtchueng, L. M. M.; Noyomdi, F. M. When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. Int. J. Lang. Linguist. 2024, 12(1), 47-52. doi: 10.11648/ijll.20241201.16

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AMA Style

Kamtchueng LMM, Noyomdi FM. When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. Int J Lang Linguist. 2024;12(1):47-52. doi: 10.11648/ijll.20241201.16

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@article{10.11648/ijll.20241201.16,
  author = {Lozzi Martial Meutem Kamtchueng and François Marc Noyomdi},
  title = {When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms},
  journal = {International Journal of Language and Linguistics},
  volume = {12},
  number = {1},
  pages = {47-52},
  doi = {10.11648/ijll.20241201.16},
  url = {https://doi.org/10.11648/ijll.20241201.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.ijll.20241201.16},
  abstract = {This study assesses the English written productions of francophone primary school teachers in the Far-North Region of Cameroon. The sample population was made up of 61 francophone primary school teachers in 19 schools in the Far-North region of Cameroon. They were administered an essay, and some lessons were scanned from their preparation books. The theoretical framework used for this study is Error Analysis theory. The study addresses some graphological, lexical and grammatical features in the written productions of the respondents. The results show that francophone primary school teachers make many errors in their written productions related to the use of some signs of graphology, lexical items, and grammatical constructions. As far as the origin of these errors is concerned, the interference of their official L1 language (French) was to be pointed at in the first place since they use it to fill their gaps in English grammar, lexicology, and graphology. Besides, the respondents display weaknesses as far as the graphological, lexical, and grammatical rules that govern English written productions are concerned. The results show that francophone primary school teachers are not proficient in English and consequently cannot teach that subject efficiently to pupils in primary schools.
},
 year = {2024}
}

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TY  - JOUR
T1  - When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms
AU  - Lozzi Martial Meutem Kamtchueng
AU  - François Marc Noyomdi
Y1  - 2024/02/05
PY  - 2024
N1  - https://doi.org/10.11648/ijll.20241201.16
DO  - 10.11648/ijll.20241201.16
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
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EP  - 52
PB  - Science Publishing Group
SN  - 2330-0221
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AB  - This study assesses the English written productions of francophone primary school teachers in the Far-North Region of Cameroon. The sample population was made up of 61 francophone primary school teachers in 19 schools in the Far-North region of Cameroon. They were administered an essay, and some lessons were scanned from their preparation books. The theoretical framework used for this study is Error Analysis theory. The study addresses some graphological, lexical and grammatical features in the written productions of the respondents. The results show that francophone primary school teachers make many errors in their written productions related to the use of some signs of graphology, lexical items, and grammatical constructions. As far as the origin of these errors is concerned, the interference of their official L1 language (French) was to be pointed at in the first place since they use it to fill their gaps in English grammar, lexicology, and graphology. Besides, the respondents display weaknesses as far as the graphological, lexical, and grammatical rules that govern English written productions are concerned. The results show that francophone primary school teachers are not proficient in English and consequently cannot teach that subject efficiently to pupils in primary schools.

VL  - 12
IS  - 1
ER  -

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Author Information

Lozzi Martial Meutem Kamtchueng

Faculty of Arts, Letters and Social Sciences (FALSS), University of Maroua, Maroua, Cameroon

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François Marc Noyomdi

Faculty of Arts, Letters and Social Sciences (FALSS), University of Maroua, Maroua, Cameroon

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Kamtchueng, L. M. M., Noyomdi, F. M. (2024). When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. International Journal of Language and Linguistics, 12(1), 47-52. https://doi.org/10.11648/ijll.20241201.16

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ACS Style

Kamtchueng, L. M. M.; Noyomdi, F. M. When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. Int. J. Lang. Linguist. 2024, 12(1), 47-52. doi: 10.11648/ijll.20241201.16

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AMA Style

Kamtchueng LMM, Noyomdi FM. When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms. Int J Lang Linguist. 2024;12(1):47-52. doi: 10.11648/ijll.20241201.16

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@article{10.11648/ijll.20241201.16,
  author = {Lozzi Martial Meutem Kamtchueng and François Marc Noyomdi},
  title = {When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms},
  journal = {International Journal of Language and Linguistics},
  volume = {12},
  number = {1},
  pages = {47-52},
  doi = {10.11648/ijll.20241201.16},
  url = {https://doi.org/10.11648/ijll.20241201.16},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.ijll.20241201.16},
  abstract = {This study assesses the English written productions of francophone primary school teachers in the Far-North Region of Cameroon. The sample population was made up of 61 francophone primary school teachers in 19 schools in the Far-North region of Cameroon. They were administered an essay, and some lessons were scanned from their preparation books. The theoretical framework used for this study is Error Analysis theory. The study addresses some graphological, lexical and grammatical features in the written productions of the respondents. The results show that francophone primary school teachers make many errors in their written productions related to the use of some signs of graphology, lexical items, and grammatical constructions. As far as the origin of these errors is concerned, the interference of their official L1 language (French) was to be pointed at in the first place since they use it to fill their gaps in English grammar, lexicology, and graphology. Besides, the respondents display weaknesses as far as the graphological, lexical, and grammatical rules that govern English written productions are concerned. The results show that francophone primary school teachers are not proficient in English and consequently cannot teach that subject efficiently to pupils in primary schools.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - When the Blind Lead the Blinds - Analysing the Written English Productions of Francophone Primary School Teachers’ in Far-North Cameroon and the Need for Pedagogic Reforms
AU  - Lozzi Martial Meutem Kamtchueng
AU  - François Marc Noyomdi
Y1  - 2024/02/05
PY  - 2024
N1  - https://doi.org/10.11648/ijll.20241201.16
DO  - 10.11648/ijll.20241201.16
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 47
EP  - 52
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/ijll.20241201.16
AB  - This study assesses the English written productions of francophone primary school teachers in the Far-North Region of Cameroon. The sample population was made up of 61 francophone primary school teachers in 19 schools in the Far-North region of Cameroon. They were administered an essay, and some lessons were scanned from their preparation books. The theoretical framework used for this study is Error Analysis theory. The study addresses some graphological, lexical and grammatical features in the written productions of the respondents. The results show that francophone primary school teachers make many errors in their written productions related to the use of some signs of graphology, lexical items, and grammatical constructions. As far as the origin of these errors is concerned, the interference of their official L1 language (French) was to be pointed at in the first place since they use it to fill their gaps in English grammar, lexicology, and graphology. Besides, the respondents display weaknesses as far as the graphological, lexical, and grammatical rules that govern English written productions are concerned. The results show that francophone primary school teachers are not proficient in English and consequently cannot teach that subject efficiently to pupils in primary schools.

VL  - 12
IS  - 1
ER  -

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