Re: [Cameroonforum] Pidgin English - not at fault.

Brothers and sisters the problem is not the use of pidgin English. Pidgin has been with us since time immemorial yet we wrote and passed the GCE in English. The problem is not the children nor is it pidgin. It is the system. Find out from those who teach the language how much of the language they know themselves. Some one who went to the Higher Teacher's Training College not out of merrit and who probably studied history and philosophy at high school and is sent to teach the English language what do you really expect of such a person? The school's system is only rushing backwards; from 8 years in the primary school now we are at six and threatening to go down to five what are the so called pedagogic inspectors doing? Do you remember how long it took a standard 6 leaver to become a grade three teacher let alone a grade two? He/She started as a probationary teacher PT taught for at least two years at that level and got promoted to to the C teacher from
whence he proceeded to the the teacher's grade three course for three years after which he taught again for at least 2 years as a grade three before being recommended to go in for another two years to become a grade 2. To become a grade one teacher you must have taught for donkey years and passed the GCE A' levels plus a diploma course in London. What do we have today. A class seven leaver who goes straight to the teacher's training college, spends five years and comes out as a grade two with no experience what ever. With good connections she/he is posted to lord it over older teachers with a wealth of experience as headmaster. At unification we were asked to come down from 8 years to 7 and the frogs to climb from 6 years to 7 to harmonize the two systems. We came down to 7 and have finally met the frogs at 6. How further down are we going to go? We recommend shoddily written trash as teaching materials in schools under the guise of fighting colonialism
with all its ramifications yet blaming the poor children for not understanding the language. If you read the books you recommend and bribe to be put in the schools curriculum today would your languge have been different from what our children are dabbling with today? Shame to the greedy ones who think only about themselves and letting down the whole community of the Southern Cameroons because they can send their children to study overseas with the loot from the same poor people. The time of reckoning is near and be ready to justify your wealth even amongst us the Southern Cameroonians. Principals delight in admitting frogs whose parents can afford the unjustified tall fees that you are tasking the parents with today. A Rev. Father he is of late said Mass at a PTA meeting in St. Augustine's college Nso in French in order to accommodate francophone parents. God will not forgive him if he did not confess this before kicking the bucket. How many of us are
still fighting hard today to accommodate frogs at the detriment of our own kith and kin? How are the frogs accommodating us in return? Even in our own territory we find road signs in french and government offices with notice boards in French. Wuna go pay.
Amen
Visha --------------------------------------------
On Sat, 23/8/14, 'francis Ngwa' via ambasbay <ambasbay@googlegroups.com> wrote:

Subject: Re: [Cameroonforum] Pidgin English - not at fault.
To: fred.kemah@hotmail.co.uk, cameroonforum@yahoogroups.com
Cc: ambasbay@googlegroups.com
Date: Saturday, 23 August, 2014, 10:02

For those advocating pidgin becomes a
defacto language bc of the lamentable English results, how
will you fell if you soon/daughter had the following O level
results?

Pidgin English
A
English language U ( that means useless
for those who don't know)

Religious knowledge. E

Mathematics. U

History. U

English literature U

Believe me, apart from maths, elementary
command of English will help this student pass all the other
subjects.

Pidgin English is
a great language but we want students to pass
'ordinary' ( there's a reason for calling it
that) encourage them to read one novel a week and to read
newspapers etc. if they don't to do it, force them.

Francis







From:

Fred Kemah
fred.kemah@hotmail.co.uk [Cameroonforum]
<Cameroonforum-noreply@yahoogroups.com>;



To:


<cameroonforum@yahoogroups.com>;



Cc:


<ambasbay@googlegroups.com>;



Subject:

[Cameroonforum] Pidgin English -
not at fault.


Sent:

Sat, Aug 23, 2014 8:16:00 AM






 
















-----Original Message-----



From: "Fred Kemah fred.kemah@hotmail.co.uk
[fakonet]" <fakonet@yahoogroups.com>

Sent: August 23, 2014 9:10 AM

To: FakoNation@yahoogroups.com

Cc: camdocuk@yahoogroups.com

Subject: [fakonet] Pidgin English - not at fault.




 




Gentlemen,



I am reading with interest  the ongoing  exchanges
following the release of GCE results.



When I speak Lingala, you keep asking me how come. Why do
you think pidgin English is the culprit or is to blame for
the poor performance of our schools? And what is the reason
behind the poor results in Maths?




Did you know as Anglophones we really do not have an
Identity? Hands down on Pidgin English.. Zaire people have
Lingala as their language. If elected, I will press for 
a  bill paving the way for pidgin  English to be approved
as our national language. Our
schools must allow students to enjoy pidgin  in campus.



In this society,  British born  Cameroon children are
struggling with languages in times of house- hold secret
discussions because we dont speak pidgin to them. Their
counterparts from Nigeria, Zaire, India do articulate in
their local languages and dialetes.
This in my view could justify the proper network amongst
citizens from these countries of origin. Lets be wise



Mola Fred

London.



--- Original Message ---



From: "louis egbe louis_egbe@yahoo.co.uk
[FakoNation]" <FakoNation@yahoogroups.com>

Sent: August 23, 2014 8:46 AM

To: FakoNation@yahoogroups.com

Subject: Re: [FakoNation] Fwd: [CamDocUk] Fwd: [fako_uk]
2014 cameroon gce results analysis




 





Mola Mbako,





I didn't say the source of the problem is
"Francophones".I said they have an advantage in
Cameroon whether they pass English or not which is plainly
true. Unlike Anglophones whose gateway from oppression is
English. Without English they are trapped in
the oppressive state. Consequently, while the entire
deplorable pass rate should be of concern, the Anglophones
are in a worse state.This is true, Mola.I am not in that
kind of writing to please all for expediency reasons.
Solution? Check whether ALL lecturers
are qualified for those subjects -- at least at O Level
standards. All lecturers. Give lecturers training on English
(and possibly French if need be) if they are wanting. This
is called Continuous Professional Development..Good Practice
Those who wish to teach
the subject at O/A Levels must hold a degree in the
discipline of the language...Finally, stop this bribery and
nepotism into professional schools.. put quality control in
place...and get the children to start reading..mobile
library, local libraries should
be built..ban pidgin English in college campus...well, you
can allow Mopkwe..Hope this helps.Mbua








On Saturday, 23
August 2014, 0:37, "Mola Mbako MAloy17266@aol.com
[FakoNation]" <FakoNation@yahoogroups.com>
wrote:








 




Very interesting
contribution from Dr Fonso.

Mola Mbua I strongly
disagree with the victim mentality we are bringing into this
educational debate. Things cannot be always politics. I
would you attempted some solutions
rather than throw in spanners. You are the one very
qualified and learned man who thinks the source of failure
in English is the Francophones. This is ridiculous and
unhelpful.
Mola
Mbako 
 
 
-----Original Message-----

From: Michael Fonso fonsomichael@googlemail.com [CamDocUk]
<CamDocUk@yahoogroups.com>

To: Osric Navti onavti@hotmail.com
<CamDocUk@yahoogroups.com>

Sent: Tue, 19 Aug 2014 14:48

Subject: Re: [CamDocUk] Fwd: [fako_uk] 2014 cameroon gce
results analysis





 




I think Dr T and Mola M have hit the nail bang on the
head with this. I totally agree that Pidgin English is at
the heart of these poor results, but perhaps not in the
derogatory manner as some might expect.



I think most would be loathe to consider Cameroonians
(Anglophones) as native English speakers. We may use English
as an official language but this does not necessarily equate
to native speaking. Anglophone Cameroonians with GCEs in
English are still required
to take some sort of English language testing in order to
access higher education institutions in countries
'accepted' as native English speaking e.g. USA,
Australia etc. 



 A multitude of languages in English-speaking
Cameroon, without one being particularly dominant over the
other, leave us with little 'choice' but to turn to
the English language. This is very interesting because
Pidgin is ubiquitously spoken and it is
our one 'dominant' language over so many others but we
are ambivalent towards it. On the one hand, we speak it from
birth and readily converse in it, especially with those we
feel close to. On the other hand we shun it like the plague,
quick to distance ourselves
from it when we wish to remain formal or, perhaps, wish to
leave an impression. There may be reasons related to
colonial rule why this is the case as Pidgin was viewed as a
'corruption' of the English language. I think that view
may explain why we do not do
so well with the English language and I believe those who
continue to hold that arcaic view are simply misled. 



Pidgin is actually a Creole; along with English words,
there are French ones and diction originating from local
dialects. It is a language in its own right and not a
corruption of any other.  If you listen with intent you
will quickly recognise tenses,
syntax, phonology and all the other characteristics typical
of any other language. The trouble is, for a language we
speak 'naturally,' we do not learn the rules and
regulations governing its use and therefore we do not quite
'know what we are saying' i.e.
why we choose to say something in one manner over another.
 



These fundamental principles are broadly similar to
most languages and therefore when it comes to learning
English (which must be viewed as a foreign language if you
accept the notion that we are not native speakers) you can
see why Anglophone Cameroonians
might struggle: you are essentially asked to learn a
foreign language without a firm grasp of a base language as
reference. This, of course, can be done but only a minority
is likely to succeed. For example, a primary school pupil is
more likely to understand
the concept of the future tense of the verb to go - 'I
will go' - if s/he can relate it to what s/he says,
subconsciously, in Pidgin - 'I go go.' Our Francophones
compatriots are likely to fare better as they would have
already received instruction in their
native French to include its grammar. As one who passed
through Italy for my undergraduate studies, it was certainly
my observation that those Anglophone Cameroonians who spoke
Italian particularly well were more likely to be more
proficient in English.



I've always wondered how easier some of the subjects
in school might have appeared had they been taught in Pidgin
and what impact this could have on national literacy and
numeracy rates. Employing considerable resources to dissect
language before even
attempting to deal with the concept being taught is very
taxing indeed and can be a put off. A friend recently
recounted an essay topic he chose in Form One in Sacred
Heart College which he thought would land him all the marks
available. The essay was set
by one of the British teachers in the College and it was
entitled 'A Day In The Park.' My friend wrote about a
day he spent trying to get transport from Ntarikon Park to
Wum - I need not tell whether he passed or not. You can see
the problem here - it is context,
but context is language and as far as our language is
concerned bus stations are 'Parks,'  period! Just like
Americans call nappies diapers or pavements sidewalks, we
have our own descriptors too. Anyway, I could go on…



I am not suggesting we ditch the English language, that
would be catastrophic, but perhaps a redefinition of our
relationship with Pidgin and its role in our society is
audacious enough. 






Mike  












On 19 Aug 2014, at 07:27, 'Konje, Justin C.
(Prof.)'
jck4@leicester.ac.uk [CamDocUk] <CamDocUk@yahoogroups.com> wrote:











Thanks Theo and Mola
this.
Greetings from Doha. I am
settling down and should be active on the forum as soon as I
have my bearings sorted.
 


This is really a shock but
not a surprise. I hope someone takes notice of this and
institutes appropriate steps to ameliorate this disaster in
our education system. It is a reflection of what is going on
in the country. Everyone
prefers to speak a new language that combines French and
English or as the case may be, speak French thinking its
"cool" to do so. The consequence of this is that
none of these students will be able to get into
international institutions and will most likely
be condemed to second rate higher institutions.
I think its about time
politicians and indeed the public relook at how disastrous
their actions are in the country.
Are we as individuals
contributors to this?
Now that this is off my
chest, I feel relieved!! but still angry!! No attemts at
therapy please - it will not work!!
 


Best wishes
justin
 


 


 




From: CamDocUk@yahoogroups.com [CamDocUk@yahoogroups.com]

Sent: 19
August 2014 07:04

To: CamDocUk@yahoogroups.com

Subject: Re:
[CamDocUk] Fwd: [fako_uk] 2014 cameroon gce results
analysis





 






You are right Theo. I even learnt to read pidgin
English as a separate language. I am not sure they read
novels either. 
Mola Mbako 







Sent from
my Samsung Galaxy smartphone.






-------- Original message --------

From: "THEODORE NGATCHU ngatchu@btinternet.com [CamDocUk]"
<CamDocUk@yahoogroups.com> 

Date:18/08/2014 12:11 (GMT+00:00) 

To: CamDocUk@yahoogroups.com 

Cc: 

Subject: Re: [CamDocUk] Fwd: [fako_uk] 2014 cameroon gce
results analysis 



 





I wonder how much of this is due to the quality
of the teaching they are getting? We spoke pidgin english
but could distinguish between pidgin english and proper
english. The grammar is even a bigger problem.

 
Dr. Theodore Ngatchu,
MD FRCP
Consultant Physician &
Gastroenterologist
Honorary Senior Lecturer in Clinical
Medicine
 







From: "maloy17266 MAloy17266@aol.com [CamDocUk]"
<CamDocUk@yahoogroups.com>

To: CamDocUk@yahoogroups.com 

Cc: BIGSEA@yahoogroups.com; BIGSEA_EUR@yahoogroups.com 

Sent: Monday,
18 August 2014, 11:37

Subject: Re:
[CamDocUk] Fwd: [fako_uk] 2014 cameroon gce results
analysis





 



Theo I was concerned about the level of English
particularly popular of the Anglophone candidates I examined
in Buea. I thought  the Francophone candidates had more
mastery of the language. Is it because of the pidgin English
factor?
Mola Mbako 







Sent from
my Samsung Galaxy smartphone.






-------- Original message --------

From: "Theo Ngatchu ngatchu@btinternet.com [CamDocUk]"
<CamDocUk@yahoogroups.com> 

Date:18/08/2014 11:01 (GMT+00:00) 

To: CamDocUk@yahoogroups.com 

Cc: BIGSEA@yahoogroups.com, BIGSEA_EUR@yahoogroups.com 

Subject: Re: [CamDocUk] Fwd: [fako_uk] 2014 cameroon gce
results analysis 



 


Very interesting statistics. It explains why we cannot
listen to proper English and why geometries of structures
are failing. I think the teachers should be very concerned
about their work. 



Dr Theo Ngatchu MD, FRCP
Consultant Gastroenterologist
Honorary Senior Clinical Lecturer



Sent from my iPhone



On 18 Aug 2014, at 09:09, "maloy17266 MAloy17266@aol.com [CamDocUk]"
<CamDocUk@yahoogroups.com> wrote:





 











Sent from
my Samsung Galaxy smartphone.






-------- Original message --------

From: "Ngoina Elive ngoinaelive@yahoo.com [fako_uk]"
<fako_uk@yahoogroups.com> 

Date:18/08/2014 07:10 (GMT+00:00) 

To: FECA--FAKO UK <fako_uk@yahoogroups.com>, fakonet@yahoogroups.com,
Fako Indegenes <lilolaphako@yahoogroups.com>, Fako
Nation <fakonation@yahoogroups.com>,
Sir Humphrey Monono <hemonono54@yahoo.com>, losenja@yahoo.com 

Cc: 

Subject: [fako_uk] 2014 cameroon gce results analysis [1
Attachment] 



 














   








2014 CAMEROON GCE RESULTS ANALYSIS;
YOUR GUIDE TO ENGLISH-SPEAKING CAMEROON'S BEST
25 SCHOOLS


 


Source of raw data and Advanced
Level honours list; GCE Board's Results
Booklet.


Full quantitative and qualitative
analysis of results including performances in English
and maths, quality of grades, ranking schools in each
academic category, overall ranking of schools etc were all
done by Fako UK/Fako News Centre.







 

Part A; English Language and
mathematics (the core subjects)


English is the language that defines
the English-speaking Cameroonian. It has to be taught well,
spoken well and written well. It is the medium
through which English-speaking pupils and students are
taught in schools hence it is the most important subject at
the Ordinary Level. This year, 89,821 candidates sat the
English exam at the 'O-Levels' and 77,911 failed (86.74
per cent failed). In mathematical
ratios, this means that out of every 100 candidates who sat
the English exam, roughly 87 failed. This is very shocking.
Another embarrassing statistic is that only 4 candidates in
the whole country had an A grade in English language; one
from Sacred Heart
College Bamenda, one from Our Lady of Lourdes Bamenda, one
from PSS Mankon, Bamenda and one from GBHS Etoug-Ebe. The
77,911 candidates who failed English would have to re-sit
GCE O-levels in the coming year(s) if they want to study
beyond high school. This
is because no matter how intelligent one is, passing
English language is a prerequisite for gaining admission
into all institutions of higher learning in English-speaking
Cameroon and the rest of the English-speaking
world.

 


In mathematics, 86,724 candidates
sat the exam and 78,568 failed (90.60 per cent failed). This
is a disgrace. No wonder even though some students
passed the O-levels overall, they still burst into tears
because they failed English and/or maths. They and their
parents knew straight away that they (students) would have
to re-sit the GCE O-levels or else they would be stuck after
their A-levels.

 

PART B; THE BEST
STUDENTS


At the Advanced
Level, Christine
Enowmbi Tambe of Saker
Baptist College, Limbe, came 1st in
the whole of Cameroon with 5A grades and having the highest
average score within the grade 'A' boundaries in all her
subjects, beating every other student who had 5A
grades. The
list of the best
32 candidates and the schools they came from can be found
at the bottom of this page.


The Cameroon GCE board mistakenly
omitted the physics O-level results from the results booklet
and so the O-levels honour list that was published
was inaccurate. The board promised that the O-levels honour
roll would be re-done.


 


PART C; THE BEST 25
SCHOOLS


The ranking of schools is based on
exam results and nothing else. It is left on schools,
proprietors, PTA and ex-students associations to
investigate why their schools have done very well or
performed below expectation. We have looked at seven
measures for each school and put them under sub-measures
of Quantity and Quality;
five for O-levels and two for A-levels. They
are;



O-levels;(i)Quantity: a) overall percentage
pass rate, b) percentage
of students who passed overall including
both maths and English

(ii)Quality;a) the average number of
A grades achieved, and then expressed as a percentage of the
highest grade 'A' average in Cameroon, which was
achieved by Sacred Heart College Bamenda(3.78
A grades per student), b) the percentage of students who
achieved an A grade in maths, c) the percentage of students
who achieved an A grade in English.


All the percentages from above are
then added together to give a total score for
O-levels.





























































































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Posted by: Fred Kemah
<fred.kemah@hotmail.co.uk>




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