Conference statementThe numerous situations of multilingualism and multiculturalism that we observe in the world come essentially from the changes which affect the languages spoken by the established populations. Among these changes, we note the introduction into the school system of the teaching/learning of languages and the cultures that flow from it. Indeed, the multilingualism and multiculturalism of populations lead us to reflect on a method of multicultural and bilingual transmission of cultures at school (Ndibnu-Messina, 2009). The evolution towards the universal use of the written form of a national language, which very often differs from the oral language of a linguistic area, stems from a lack of knowledge of the drawing of political borders and the linguistic realities relating thereto, as well as the fact that the languages were imposed by the colonial powers (official languages and foreign languages) (Mba and Sadembouo, 2012). Diachronic studies of mother tongues refer to the formation of/in language which is constantly changing. This linguistic dynamism comes from cohabitation with surrounding languages and/or belonging to the same language family (Mba 2015; Mba and Djiafeua 2019). The development of these languages follows a contribution from Professors Gabriel Mba and Etienne Sadembouo. A language cannot be protected and valued if the population that speaks it has a primary interest in it. Thus, language by taking into account external factors and internal factors to the language considers the evolution of this language in a sociolinguistic and sociocultural context. Cameroon, Africa in miniature, occupies a strategic and privileged place with regard to the linguistic charter. According to (Dieu et al. 1983), Cameroon has more than 248 national languages, in a more concrete and explicit manner, Bitjaa kody (2003) states that Cameroon has two hundred and eighty-five local languages including twenty-two languages dead and two hundred and sixty-three living languages. The official languages being French and English. This phenomenon of multilingualism and multiculturalism is not particular to Cameroon. Africa, Europe and the Americas, to name just these continents, manage this multilingual and multicultural dynamic in schools, administration, commerce, etc. The opportunity to collaborate harmoniously calls for strategic and codified living together. Indigenous people, migrants and all strata of populations around the world are confronted with it. Living together experienced in the harmonization of European international languages, often official languages in Africa, and indigenous, native or national languages in the various educational establishments where local/indigenous languages are already taught is gaining momentum following the perpetual struggle led by researchers. in this case Professors Sadembouo and Mba who are involved in the application of the clauses adopted on this subject throughout the world. Sadembouo (2005) marks the impact of curriculum development by focusing on the processes of standardization, documentation and self-literacy. The language partnership between international languages and minority languages highlights the contribution of languages to economic development (Metangmo-Tatou, 2019). It is possible to verbalize one's thoughts and to integrate oneself into the world around one is an essential contribution. Language participates in commercial actions, the development of documentation and a new colonialism, guaranteeing political and financial hegemony. Language becomes industrialized and is a vector of culture. She encourages everyone to remain rooted in traditional and cultural values. Language, whether it is identity or national, has literary, historical, customary and endogenous values (Tadadjeu 1985). Returning to education, the aspect most addressed by Gabriel Mba and Sadembouo, the language of identity promotes mutual intelligibility, understanding of people's behavior, respect for others and contributes to preserving the richness of rooted cultural and traditional heritage. in all the languages of the world. Understanding a language is the primary objective of learning, because it precedes oral production (Tadadjeu and Sadembouo 1984; Tadadjeu and Mba 1997; Tadadjeu et al. 2004, Assoumou, 2007, 2010). The culture and language of the learner are essential factors to integrate into a learning process, starting from the adage if we refer to the principle which states that to be effective, learning must be accomplished in the language with which we think and not in the language with which we speak. Language and culture are not indicators of geography and ethnicity. They include other characteristics such as occupation, interests and passions of groups and communities. This is in line with the guidelines adopted by UNESCO in 2005 in its thematic meetings on multilingualism and cultural diversity which affirm that a "true multilingual cyberspace can no longer be dominated by a few world languages and that it is essential to give more great place for minority languages. While policies and programs at the national level are of primary importance, the local level has a crucial role to play, because building pluralistic and inclusive knowledge societies starts from the bottom up” (UNESCO, 2005). |
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