The Cameroonian experience in mother tongue education planning: the community response framework

References

• Alexander, N. (1992). Language planning from below. In R. K. Herbert (Ed.), Language and society in Africa: The theory and practice of sociolinguistics (pp. 143–149). Johannesburg: Witwatersrand University Press.
   Google Scholar
• Alexander, N. (2003). The African renaissance and the use of African languages in tertiary education (PRAESA Occasional Papers, 13). Cape Town: PRAESA.
   Google Scholar
• Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Clevedon: Multilingual Matters.
   Google Scholar
• Bamgbose, A. (1982). Language planning: Policy formulation and implementation. In B. S. Chumbow (Ed.), Introduction to applied linguistics in Africa. Unpublished.
   Google Scholar
• Bamgbose, A. (1987). When is language planning not planning? Journal of West African Languages, 17(1), 6–14.
   Google Scholar
• Chia, E. (2006). Rescuing endangered Cameroonian languages for development. In E. N. Chia (Ed.), African linguistics and the development of African communities (pp. 115–128). Dakar: CODESRIA.
   Google Scholar
• Chiatoh, B. A. (2005). Assessing community response to mother tongue literacy in a multilingual context: The case of Cameroon (Unpublished doctoral dissertation). Republic of Cameroon, Yaoundé.
   Google Scholar
• Chiatoh, B. A. (2006). Language cultural identity and the national question in Cameroon. In P. Mbangwana, K. Mpoché, & T. Mbuh (Eds.), Language, literature and identity (pp. 114–152). Göttingen: Cuvillier Verlag.
   Google Scholar
• Chiatoh, B. A. (2008). Cross-border language harmonisation, identity reconstruction and its implications on language in education policies in Africa. Epasa Moto, 3(1), 48–61.
   Google Scholar
• Chiatoh, B. A. (2011). Sustaining mother tongue medium education: An inter-community self-help framework. International Review of Education, 57(5–6), 582–597. doi: 10.1007/s11159-011-9247-3
   Google Scholar
• Chiatoh, B. A. (2012). Language and the Cameroonian classroom: Theory, practice and prospects. Unpublished manuscript.
   Google Scholar
• Chumbow, B. S. (1987). Towards a language planning model for Africa. Journal of West African Languages, 17(1), 15–22.
   Google Scholar
• Chumbow, B. S. (1990). Language and language policy in Cameroon. In N. Kofelle-Kale (Ed.), An African experiment in nation building: The bilingual Cameroon Republic since reunification (pp. 281–311). Boulder, CO: West-View Press.
   Google Scholar
• Dieu, M., & Renaud, P. (Eds.). (1983). Atlas linguistique du Cameroun: Inventaire préliminaire [Linguistic atlas of Cameroon: Preliminary inventory]. Paris: ACCT-CERDOTOLA-DGRST.
   Google Scholar
• Fanso, V. G. (1999). Anglophone and francophone nationalisms in Cameroon. The Round Table: The Commonwealth Journal of International Affairs, 350, 281–296. doi: 10.1080/003585399108153
   Google Scholar
• Grimes, B. (1996). Ethnologue: Languages of the world (13th ed.). Dallas, TX: SIL.
   Google Scholar
• Heugh, K. (2000). The case against bilingual and multilingual education in South Africa (PRAESA Occasional Papers, 6). Cape Town: PRAESA.
   Google Scholar
• Lewis, P. M. (2009). Ethnologue: Languages of the world (16th ed.). Dallas, TX: SIL.
   Google Scholar
• Mba, G., & Chiatoh, B. A. (2000). Current trends and perspectives for mother tongue education in Cameroon. African Journal of Applied Linguistics, 1, 1–21.
   Google Scholar
• Mbuagbaw, C. T. (2000). Language engineering in Cameroon. In K. K. Lébikaza (Ed.), Actes du 3è congrès mondial de linguistique Africaine [Acts of the 3rd World Congress on African Linguistics] (pp. 409–416). Cologne: Rudigger Koppe Verlag.
   Google Scholar
• Nanfah, G. (2006). Exoglossic language policy and national unity in Africa: The Cameroonian model. In P. Mbangwana, K. Mpoche, & T. Mbu (Eds.), Language literature and identity (pp. 129–143). Göttingen: Cuvillier Verlag.
   Google Scholar
• Nforbi, E. (2003). Community involvement in mother-tongue education through a dynamic functional language committee. African Journal of Applied Linguistics, 04, 47–61.
   Google Scholar
• Obanya, P. (2004). Learning in, with, and from the first language (PRAESA Occasional Papers, 19). Cape Town: PRAESA.
   Google Scholar
• Rubin, J. (1983). Bilingual education and language planning. In C. Kennedy (Ed.), Language education and language planning (pp. 4–16). London: George Allen & Unwin.
   Google Scholar
• Ruiz, R. (1984). Orientations in language planning. Journal of the National Association of Bilingual Education, 8, 15–34.
   Google Scholar
• SIL-Cameroon. (2009). Connecting people through language. Yaoundé: Author.
   Google Scholar
• Tadadjeu, M. (1990). Le défi de babel au Cameroun [The challenge of Babel in Cameroon] (Collection PROPELCA, 53). Yaoundé: Université de Yaoundé.
   Google Scholar
• Tadadjeu, M., Mba, G., & Chiatoh, B. A. (2001). The process of local ownership of multilingual education in Cameroon. African Journal of Applied Linguistics, 2, 2–30.
   Google Scholar
• Todd, L. (1983). Language options for education in a multilingual society: Cameroon. In C. Kennedy (Ed.), Language planning and language education (pp. 160–171). London: George Allen & Unwin.
   Google Scholar
• UNESCO. (1953). The use of vernacular languages in education. Paris: Author.
   Google Scholar