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African Perspectives on the Teaching and Learning of English in Higher Education
This book brings together the work of African scholars and educators directly involved in initiatives to improve the teaching and learning of English in higher education across Africa. Offering alternative perspectives across different African countries with examples of decolonised practice in research, the book provides a critical discussion and examples of successful practice in the teaching of English in Africa. Each chapter of the book reports on a specific context and a specific teaching and/or learning initiative in higher education, with emphasis on comparability of information and on clear evaluation and critical analysis of the intervention. The editors offer a thoughtful comparison of different methods, strategies and results to provide an authoritative reference to effective strategies for English teaching and learning. The book paints a cohesive picture of the field of English language teaching in Africa and will be of great interest to researchers, scholars and postgraduate students in the areas of applied linguistics, English teaching and comparative education.
Status, Functions, and Prospects of Pidgin English
"[A]ll interview transcriptions and almost 150 tables with calculations from the quantitative survey are made available on the accompanying CD-ROM."--Page 4 of cover.
Language Contact in a Postcolonial Setting
This timely book brings together research on the features and evolution of Cameroon English and Cameroon Pidgin English, approached from a variety of innovative multilingual frameworks that focus on the emergence of mother tongue speakers. The authors illustrate how language and population contact, history (colonialism), multilingualism, translation, and indigenization have contributed to shaping the norms of postcolonial Englishes and Pidgins. Employing naturalistic data, the volume provides a new fascinating perspective that better situates and supplements existing research in the fields of African Englishes and Creolistics. It is particularly of key interest to sociolinguists, contact linguists, Africanists, Anglicists, creolists and historical linguists.
The world universities’ response to COVID-19: remote online language teaching
This collection of case studies is special for several reasons. Firstly, because of the geographical and institutional diversity of the authors, bringing together experiences of teaching under COVID-19 restrictions in the university language classroom from 18 countries and five continents. Secondly, the publication is interesting because of the variety of case studies that testify to different strategies and emphases in dealing with pandemic-related challenges. Finally, the case studies collected strikingly demonstrate the creative responses of language teachers in a variety of contexts to meet the challenges of the pandemic crisis (Dr Sabina Schaffner).
Doctoral Students’ Identities and Emotional Wellbeing in Applied Linguistics
This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emo...
Aspects of Cameroon Englishes
In spite of the fact that World Englishes theorizing projects a monolithic picture of English in Cameroon by focusing mostly on Cameroon Anglophone English (generally called Cameroon English), this book argues, with empirical evidence, that Cameroon harbours different world Englishes that display different realities and different describable aspects and trends, a complicated sociolinguistic scenario that challenges nation-based World Englishes paradigms. The book will be indispensable for different stakeholders, including scholars of World Englishes, general linguists, sociolinguists, creolists, phonologists, syntacticians, pedagogues, and students. In addition to describing the sociolinguistic and typological hallmarks of the different world Englishes that hold sway in Cameroon and highlighting their variety-specific peculiarities, the book further evaluates the plausibility and applicability of nation-based World Englishes paradigms in Cameroon, a country whose complex sociolinguistic landscape is comparable only to that of South Africa.
A Grammar of Cameroonian Pidgin
This volume represents a comprehensive description of the structure of Cameroonian Pidgin, including an overview of its socio-cultural context, writing system, sounds, word formation, word classes and sentence structures. It comprises a corpus of 540 Cameroonian Pidgin proverbs and a rich glossary of over 1000 words and expressions typical of Cameroonian Pidgin which are helpful in understanding the characteristic features of the language, as well as the cultural, the social, and the philosophical contexts of the Cameroonian Pidgin speaker. Written with the first-hand experience of a “native speaker”, it will be of interest to ordinary users, as well as students, researchers and professional linguists interested in the way the language functions. Indeed, it represents a useful resource for anyone wishing to learn or know about Pidgin, especially tourists and professionals traveling to West and Central Africa.
Quality Teacher Education in Cameroon
Eine qualitätsorientierte Lehrer*innenbildung verbessert die Qualität von Lehr- und Lernprozessen. Welche Rolle spielt dabei der soziokuklturelle Hintergrund? Das Buch beleuchtet, wie der soziokulturelle Hintergrund der Akteur*innen die Qualität der Lehrer*innenausbildung im Rahmen eines pädagogischen Reformprojekts mit Teilnehmer*innen aus Kamerun und Deutschland beeinflusst. Die Analyse und Interpretation qualitativer Daten zeigt, dass die soziokulturellen Hintergründe der Akteur*innen wichtige Faktoren sind, die den internationalen, interkulturellen Dialog über Lehrer*innenbildung sowie die Lehr-Lern-Interaktionsdynamik im Klassenzimmer beeinflussen. Das Buch erörtert darüber hinaus den Einfluss soziokultureller Kontexte auf einen lerner*innenorientierten Unterricht, der auf den Prinzipien von Vielfalt, Interaktion und gegenseitiger Verantwortung beruht.
Corpus Linguistics and African Englishes
Corpus linguistics has become one of the most widely used methodologies across the different linguistic subdisciplines; especially the study of world-wide varieties of English uses corpus-based investigations as one of the chief methodologies. This volume comprises descriptions of the many new corpus initiatives both within and outside Africa that aim to compile various corpora of African Englishes. Moreover, it contains cutting-edge corpus-based research on African Englishes and the use of corpora in pedagogic contexts within African institutions. This volume thus serves both as a practical introduction to corpus compilation (Part I of the book), corpus-based research (Part II) and the application of corpora in language teaching (Part III), and is intended both for those researchers not yet familiar with corpus linguistics and as a reference work for all international researchers investigating the linguistic properties of African Englishes.
