GAJRC | Global Academic Journal of Linguistics and Literature

Journal Name:	Global Academic Journal of Linguistics and Literature
Abbr. Title:	Glob Acad J Linguist Lit
ISSN(Print):	2706-9028
ISSN(Online):	2707-2541
Frequency:	Bi-Monthly
Language:	English
Chief Editor:	Dr. Saeid Rahimipoor
Publisher:	Scholars Middle East Publishers
Country of Origin:	United Arab Emirates

Journal Name:

Global Academic Journal of Linguistics and Literature

Abbr. Title:

Glob Acad J Linguist Lit

ISSN(Print):

2706-9028

ISSN(Online):

2707-2541

Frequency:

Bi-Monthly

Language:

English

Chief Editor:

Dr. Saeid Rahimipoor

Publisher:

Scholars Middle East Publishers

Country of Origin:

United Arab Emirates

The representative work of Herman Melville Moby Dick is a profoundly religious novel. Under the cover of the novel, Melville reveals his loyalty and rebellion to Christianity. This paper intends to reveal his religious ambiguity from three different perspectives: the white whale that is the combination of a divine and a demon, Ahab who is both the king and slave, and Ishmael who is both abandoned and saved.

Oct. 29, 2022

Diaspora and Essence: A Reading of Caryl Phillips’ The Final Passage and Andrea Levy’s Fruit of the Lemon

Delphine Suh Nchangnwi
Glob Acad J Linguist Lit; 2022, 4(5): 161-168
DOI : 10.36348/gajll.2022.v04i05.005

This article considers the government’s strategy to densify young learners’ education in their Second Language (L2) through a Special Bilingual Education Program (SBEP) as a pace-setter for harmonizing the Anglo-saxon and the French subsystems of education. This article is guided by Foucault’s (1997) theoretical perspective of Governmentality which according to Dean (1999), identifies an approach towards thinking about the state and different mentalities of government. Three hundred and eighty (316) informants from the SBEP centres provided data for this study through Questionnaires, Interviews and Observations. The results revealed that: there is a SBEP where learners are partially immersed in their L2 with a shift in teaching approach from the Skill-Based Approach (SBA) to the Competency-Based Approach (CBA); learners, teachers and parents have a positive attitude towards the program; parents from Francophone homes had already taken the lead in fully immersing their children in the Anglo-saxon subsystem of education; and teachers and learners have made proposals to ameliorate and maintain the program. This article recommends that rather than stick to the Arts Series, the program should consider including learners from both the Arts and Science Series in the Second Cycle.

Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess the extent to which learners’ motivations affect their mastery of English and other foreign languages. Drawing from an analysis of a three-year statistics of final year EFL learners’ performances in Lycee de Nkolbisson, an oral assessment, interviews on pedagogic approaches and the motivations of 60 EFL learners, we realized that though learners are more exposed to the English Language, they tend to lack very basic communicative skills in it compared to other foreign languages in the Francophone system of education. It was also realized that, besides poor motivation, there are also pedagogic lapses in the teaching of English to Francophones in the country. This led us to the conclusion that while, practically, pedagogic inconsistencies could account for the remarkable incompetence among EFL learners in Cameroon, it seems to be a micro reflection of a macro indifference towards the learning of English among Francophones in general.