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In Cameroon, the teaching of national languages has been in effect since 2009. However, the complexity of the task facing the teacher of National Languages and Cultures (LCN) in the classroom is equally regrettable. Teaching and learning a specific Cameroonian national language is complex, especially in urban areas. Existing theoretical models fail to provide sufficient detail on the teaching practices to be adopted for the effective development of communicative competence (in a specific national language (SNL)) among secondary school learners. This study is based on the teaching-learning of ewondo in the first cycle of secondary schools in Cameroon. The aim is to take a close look at the configuration/composition of the class group when teaching a specific Cameroonian language. The book focuses on the linguistic and cultural identities of the students who constitute the teacher's direct audience.
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The author holds a Master's degree in Education Sciences and is a graduate of the Ecole Normale Supérieure at the University of Yaoundé 1. He has been teaching Cameroonian languages and cultures for almost a decade. He is a member of the Laboratoire des Sciences du langage (LABSCILA) and Secretary in charge of communication (SECOM) of the Association nationale des enseignants des Arts, Langues et Cultures Nationales du Cameroun (ANELCAC).
