John Wankah Foncha1 & Jane-Francis Afungmeyu Abongdia2
1,2 The Cape Peninsula University of Technology. Email: fonchaj@cput.ac.za/ Jane-francisa@cput.ac.za
Rupkatha Journal, Vol. 14, Issue 4, December, 2022. https://doi.org/10.21659/rupkatha.v14n4.18
Abstract Full-Text PDF Issue Access
Abstract
Education is a mind builder and should be taken as a matter of importance in any nation. Following this, the curriculum designer is responsible for building learners’ minds. Seen through this lens, this theoretical article intends to project the importance of community schools in conflict-stricken Ambazonia against the backdrop of the French curriculum. Education guidelines are addressed with reference to language planning, policy, and implementation. Additionally, the paper seeks to explain the current situation in Ambazonia and make arguments regarding the community schools’ guidelines that aspire for multilingualism, where indigenous languages are taken seriously in teaching and learning. Another point discussed is the transitional authority (Ambazonia Transitional Authority), which was put in place to deal with implementing education guidelines and administrative issues. The paper concludes with the argument that what we think must be transformed into what we do and be shown by what we have done.
Keywords: Colonial Language Ideologies, multilingual, Ambazonia Transitional Authority, education
