‐ 1 ‐ THE UNIVERSITY OF BUEA FACULTY OF ARTS DEPARTMENT OF ENGLISH A Report Submitted to the Faculty of Arts in Partial Fulfilment of the Requirements for the Award of Bachelor of Arts (B.A) Degree in Bilingual Studies Presented by DJIMELI RAOUL SIMPLICE (12A024) Supervisor Dr FONKA HANS Academic year 2014-2015 A REPORT ON THE IMMERSION PROGRAMME 2015
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‐ 1 ‐
THE UNIVERSITY OF BUEA
FACULTY OF ARTS
DEPARTMENT OF ENGLISH
A Report Submitted to the Faculty of Arts in Partial Fulfilment of the Requirements for the Award of Bachelor of Arts (B.A) Degree in Bilingual Studies
Presented by
DJIMELI RAOUL SIMPLICE (12A024)
Supervisor
Dr FONKA HANS
Academic year 2014-2015
A REPORT ON THE IMMERSION PROGRAMME
2015
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Avertissement
L’auteur de ce Report a autorisé Samuel Babila à diffuser, à des fins nonlucratives, une copie de son Report sur le site qu’il a crée et consacré auxétudiants d’Études Bilingues de l’Université de Yaoundé 1. Cette diffusionn’entraînepasunerenonciationdelapartdel’auteuràsesdroitsdepropriétéintellectuelle, incluant ledroitd’auteur, surceReport.Ainsi, lareproductionou la publication de la totalité ou d’une partie importante de ce Reportrequiertl’autorisationdesonauteur.
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DEDICATION
This work is dedicated to mothers, all the mothers
of the world, for their inspiration, diligence and love.
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TABLE OF CONTENTS
Certification............................................................................................................................i
Dedication.................................................. ...........................................................................ii
Table of contents...................................................................................................................iii
Acknowledgement ................................................................................................................iv
List of abbreviations ..............................................................................................................v
List of illustrations..................................................................................................................vi
Background...........................................................................................................................vii
Introduction ............................................................................................................................1
CHAPTER I
THE JOURNEY FROM YAOUNDE TO BUEA
1. 1. Before the journey.................................................................................................................2
1.1.1: End of the semester in the University of Yaounde 1............................................................2
1.1.2: The start of a long journey..................................................................................................4
1.2. During the journey.................................................................................................................4
1.2.1: The journey to Buea............................................................................................................5
1.2.2: Discovering towns and villages...........................................................................................6
1.3. Arrival in Buea........................................................................................................................7
1.3.1: Housing................................................................................................................................7
CHAPTER II
BUEA: THE HISTORIC TOWN AND THE BEAUTIFUL VILLAGE
2. 1. History of Buea......................................................................................................................9
2. 2. The University of Buea.........................................................................................................9
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2.2.1: History...............................................................................................................................9
2.2.2: UB, a place to be.............................................................................................................10
2.3. Education in Buea...............................................................................................................10
2. 4. Arts and Internet in Buea...................................................................................................11
2. 5. Religion in Buea................................................................................................................11
2.5.1 Case of the Roman Catholic Church................................................................................11
2.5.2: Case of sudden new churches..........................................................................................11
2. 6. An organised town............................................................................................................13
2. 7. The rural image of Buea...................................................................................................13
CHAPTER III
ACADEMIC STAY IN THE UNIVERSITY OF BUEA
3. 1. The first day in the University of Buea..............................................................................14
3. 2. The opening and orientation ceremony of the 2015 immersion programme.....................14
3. 3. Classes in the University of Buea......................................................................................15
3. 4. The system of evaluation...................................................................................................16
3. 5. The courses.........................................................................................................................17
3. 6. The teachers.......................................................................................................................17
3. 7. Students in the University of Buea....................................................................................18
3. 8. The student’s restaurant....................................................................................................18
CHAPTER IV
THE INTERNSHIP IN ST. THERESA INTERNATIONAL BILINGUAL COMPREHENSIVE COLLEGE (STIBCCOL)
4. 1. Background of STIBCOOL..............................................................................................19
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4. 2. The first day in STIBCOOL................. ...........................................................................19
4. 3. The teaching system in STIBCOOL............. ...................................................................20
4. 4. Classes and exams in STIBCOOL..... .............................................................................20
4. 5. The class I thought in STIBCOOL................... .............................................................21
CHAPTER V
EXTRA-ACADEMIC ACTIVITIES
5.1. The celebration of the International day of the Francophonie at CURELF………..........23
5. 2. Watching movies and documentaries at CURELF...........................................................24
5.3.The seminar organised by the university of Buea students union association.....................25
5. 4. The round table on « être écrivain camerounais aujourd’hui, qu’est-ce à-dire? » organised by the department of French.......................................................................................................26
CHAPTER VI
DIFFICULTIES ENCOUNTERED AND RECOMMENDATIONS
6.1. Difficulties.........................................................................................................................28
6.1.1: In the markets of Buea...................................................................................................28
6.1.2: the Language difficulty..................................................................................................28
6.1.3: Language discrimination in the market........................................................................29
6.1.4. In my student’s residence..............................................................................................29
6.2. Recommandations............................................................................................................30
From immersion to internship.................................................................................................30
Conclusion...............................................................................................................................31
References...............................................................................................................................32
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ACKNOWLEDGEMENT
This internship report is the result of almost ten years of learning English in a purely French
context. This means that the essential English knowledge I have acquired, I have been learning it
at school. The first thanks therefore goes to Dr Hans Fonka my supervisor, who read, corrected,
and advised me in the writing of this report; to the Principal, the staff and the students of St
Theresa International Bilingual Comprehensive College, Buea, who kindly received me for my
internship. I give special thanks to all my English teachers and especially to Mrs Kihkishiy who
stopped to be my teacher in Terminale to become a mother, Mrs Websi and Mrs Noula who built
in me the basic knowledge to study English at the university also deserve exceptional thanks.
I also thank the only father I have got in my life: my sister’s husband Mr Gui Matio Guy and his
wife, Mrs Djiogap Ngnintedem Agnes who are almost unemployed, but who have sponsored my
studies from the primary school to the University level.
I am grateful to Pr Pierre Fandio, Dr Abossolo, and Mr Jean-Claude Awono, my elders and
friends in my career. I joined them in the family in Buea, and the activities we have had made my
stay full of what I really appreciate and love. I am also grateful to Josué Essama, a student in
ASTI who housed me in his room during my academic stay in Molyko.
Finally, I thank all my friends who helped me psychologically, and sometimes financially. These
friends are Doungue Christine, Juatsa Thérèse, Douanla Kembou Gildas, Youssouf Mohamadou,
Teme Marie-Esther, Tientcheu Likress and anybody else who contributed in one way or another
to the success of my stay in Buea. Above all, Praise be to the Almighty God.
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BACKGROUND
The immersion programme began in 1960 in the University of Yaounde. To improve effective
bilingualism and national unity, students of the University of Yaounde were sent to typical
English / French context to improve their level in the Cameroonian official languages. The
department of Bilingual Studies sent students with an English background to France and those
with a French Background to England. After forty years of intercontinental studies, because of
the 1990’s economic crisis, the convention between Europe and the University of Yaounde–now
Yaounde 1- ended.
For the programme to continue, the University of Yaounde 1 signed another convention with
ENS Bambili. As from that year students of the department of Bilingual studies in the University
of Yaounde 1 who had an A level immersed in Yaounde, while those with a Baccalauréat
immersed in ENS Bambili. That second convention ended in 2009, and the most recent
convention engages the University of Buea and the University of Yaounde 1.
Thus, students with an Anglophone background developing in the Anglophone context – Buea–
and reading English and French in the University of Buea, are sent toYaounde, in the University
of Yaounde 1; while those with a francophone background, living in a francophone context –
Yaounde –and reading Bilingual Studies in the University of Yaounde 1 are sent to Buea, in the
University of Buea. The programme aims to “immerse” students, not only in the English
language but also in the Anglophone Cameroon culture.
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LIST OF ABBREVIATIONS
ASTI: Advance School of Translation and Interpretation
STBCCOL: St Theresa International Bilingual Comprehensive College
ENS École Normale Supérieure
NPB7 New Pedagogic Block number 7
UB University of Buea
CURELF Centre Universitaire de Recherche et d’Enseignement de la langue
Française
CUIB Catholic University Institute of Buea
Ss. PPUP Ss Peter and Paul University Parish
GCE General Certificate of Education
HOD Head Of Department
GRIAD Research Group on Africa and Diaspora Imaginary
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LIST OF ILLUSTRATIONS
Image 1: Welcome to Buea, Mile 16, Page 7
Image 2: Poster of a special prayer for the exams in UB by Pentecostal Churches, Page 13
Image 3: Time Table of the 2015 Immersion Programme, Page 16
Image 4: My English class in STIBCCOL on May 05 2015, Page 22
Image 4: Discussing on Cameroonian literature with Pr Fandio, Sammy Akombi Oke, Elisabeth
Ewombe-Moundo and other Cameroonian writers and critics. CURELF, June 04, 2015, Page 27
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INTRODUCTION
The immersion programme is part of the academic process which accompanies any student from
the department of Bilingual Studies in the University of Yaounde I, or any student reading
English and French in the University of Buea, to the Bachelor of Arts (B.A) Degree in Bilingual
Studies. The term immersion is referred in the Oxford Advanced Learner’s Dictionary 8th edition
as “the state of being completely involved in” something. The term programme on its part refers
to a set of things which have to be done in a given period. The immersion programme on the
academic perspective is therefore a plan of things that have to be done for students to be
completely involved in the using of their second language – which in our context, is English.
This immersion programme includes, in addition to exclusive courses in English language and
English civilisation, an internship programme – field work – whose aim is to put students in
contact with the language through practice. This internship programme is generally done
individually by students, out of the University. The field work remains an opportunity to use the
language in concrete situation with speakers who may not have been to school, or who do not
have any interest in studying the language they use and which is the purpose of the immersion
student. It is for those reasons that immersion students should evolve in a context where cultural
and linguistic realities are different from what they are used to: that is, the student should also
immerse in his new culture, with its habits and ethics. This Report on the Immersion Programme
is a sum total of those activities, including the ones which have not been done for academic
purpose. The first chapter buckles down to the journey from Yaounde to Buea, and we present
Buea and its University in the second chapter before talking about the academic stay in the
University of Buea, in the third chapter. The fourth chapter focuses on the field work in St.
Theresa International Bilingual Comprehensive College (STIBCCOL) and the report ends on
some extra-academic activities and the difficulties encountered during this immersion
programme.
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CHAPTER ONE
THE JOURNEY FROM YAOUNDE TO BUEA
1.1 BEFORE THE JOURNEY
1.1.1: End of the semester in the University of Yaounde I
The immersion programme is prepared on two sides: parents think about the means of the
journey and the stay of their children in the immersion town; and the Department of Bilingual
Studies makes sure that their students know exactly their mission as Francophone students who
are to immerse in a typical Anglophone context, with its attitudes and culture.
Classes ended in the University of Yaounde Ion February 2015, for the account of the
first semester. While waiting for the results of the normal session, some students travelled to
Buea, to book a room, or to familiarize with their host families. The rest of students remained in
Yaounde, knowing not whether they were concerned with the programme or not.
In fact, the coordinator of the Level III, in the Department of Bilingual Studies in the
University of Yaounde I stated clearly, at the beginning of the academic year that only students
who will score an average mark1 on all the courses taught during that semester would be allowed
to follow the immersion programme in Buea. It was at the beginning of the year and students did
not pay attention to that, but as the academic year was going on, the coordinator constantly
repeated it in classes. The situation began to become serious, and caused some troubles among
students, especially because as the first semester was not very easy, many relied on the second
one to average out their final mark at the end of the year. Rumours began to be spread that it
could not be true, that may be the programme will not take place, that the University did not have
money to sponsor it, that the Department wanted some students to fail so that they can manage
with a short number etc. When the first results – normal session – were published, the rumours
1 An average mark in the university system is 2/4. That mark means that the student have scored ≥ 50 / 100 on each of the courses taught in class.
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seemed to become evident. Students cried on the “Lamentation Wall”2: the results were not
good. Some of the optimistic students who had already travelled to Buea, came back to write the
catch-up in March. Fortunately, this time, the results were better and many students saw their
names joining the lists of those who will be allowed to immerse in Buea.
However, it was not all. Another problem came up. The Department communicated to the
class delegates (may be it was class delegates who communicated to the Department) that they
were groups of students who drank alcohol, smoked, and disturbed teachers and their other
classmates. Nobody was saved in this second situation, and the Department had resolved to solve
the problem silently. As they said, they would catch those people silently with the help of some
classmates hidden within us. So, the semester ended with students living as in captivity. A sword
of Damocles hanged at the top of the Department, and at any time, could fall on any student.
Some days after the results of the catch-up exams, the first lists of students allowed to follow the
immersion programme were pasted in the Department. Many students did not find their names in
the lists, but fortunately, the problem was quickly solved and a large number of them rejoined the
final list.
On March 12, 2015, the Head of Department, Pr Djockoua, called a meeting of all the
students concerned with the immersion programme. Some of students from the University of
Buea were already in Yaounde. The meeting took place in NPB7, and the chairperson was Pr
Djockoua. Some of our teachers were also present: Dr Mbena, Mrs Engola, Mrs Tema, and Mr
Fonkoua.
As a former teacher in the University of Buea, Dr Mbena briefly presented the University of
Buea, and its teaching system. He called the attention of students on the extra-academic activities
they might have in Buea, and clearly stated that the University of Yaounde I could not be
responsible for students’ bad conduct. Mrs Engola, as a former student in UB insisted on the
discipline, and the dressing code of the University of Buea. She added that students from
Yaounde would be watched by some people they do not know, so that any movement of any
student, at any time would be recorded in the Department in Yaounde. Mrs Tema, because she
has a family in Buea, promised to look for affordable rooms near the campus. She also accepted
to organise a common journey for students who wanted to travel the next Thursday. She added
2“Lamentation Wall” is the name given by students to the long wall where results are pasted in the University of Yaoundé 1.
‐ 14 ‐
that once in Buea, one of the best ways to familiarise with English would be to go to church. Mr
Fonkoua, who is the coordinator of the Level III in the department of Bilingual Studies, asked
students to help each other, to protect those who are usually sick, and to keep the line open with
Yaounde. The Head of Department stated that the previous batch behaved well in Buea, and that
we do not have to disgrace the University of Yaounde I while in Buea.
At the end, some students asked some questions, the staff of the Department answered
some, and left the others – those for example which concerned the payment of the 50 000 FCFA3
of the academic year 2012-2013.
1.1.2: The start of a long journey4
Buea was a new town to me. Not that I did not know that it is an Anglophone speaking town in
Cameroon, but because I have never been in Buea. I have no family in Buea, so, I had to make
sure that I prepared everything before I travelled. When school ended at the university, I joint my
teacher who has a publishing house5 in Yaounde, I helped him in reading some manuscripts and
he paid me for some works. I also worked with him in organizing conferences and presentations
of books published by his publishing house. On Sundays, I worked in a call-box in Mokolo, and I
was also a private teacher of four (4) students of 5ème.
The money I collected in all those little but lucrative activities helped me in two things:
firstly, to buy my personal computer, a tool which was becoming indispensable not only in my
status as student, but also in the preparation of my career as a writer. Secondly, the money also
helped me to present my first book – En attendant les jours qui viennent 6 – to the public of
Yaounde.
This book is a collection of poems. In this book, the author presents the condition of the African
child, lost in unsuccessful politics. The child speaking in the poem is growing up in a society full
of suffering and iniquity. He has found a kind of happiness, and heroism in his complicated daily
3Accordingtothetexts,thebeststudentsofallthepublicuniversitiesofCameroonshouldbegrantedanamountof50000FCFAeachyear.Thatmoneyisgenerallypaidattheendofeachacademicyear,andforthepresentbatch,ithasnotbeenpaid.ActuallytheselevelIIIstudentsareinthey3rdyearintheuniversityandtheyhaveneverreceivedanygrant.Somestudents–andsomeparents–reliedonthatmoneytosupporttheirstayinBuea.4Theterm“Thestartofalongjourney”hasbeenusedinChampioninEnglish,areaderweusedinCMIin2003.5EditionsIfrikiya,6Edilivre,Paris2014.ThebookwaspublishedsincethemonthofAugust2014,butIdidnothavemoneytocommandsomecopiesfromParistoYaoundé.Ifinallydiditaftertheendofthesemester,andwiththemoneyIearnedfrommydifferentactivities.
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life. He has chosen to become a thief, so as to give value to his life. He has stopped to beg and
inspire pity. He has become a man, while still being a child. That is why he tries to convince
himself that everything is ok, but remains in trouble because he is not mature to suffer what he is
suffering at his young age. The speaker in these poems carries the voices of all those young
people all over the world, struggling to link a day to the other.
The presentation of “En attendant les jours qui viennent” mobilised a large number of
young people, intellectuals, classmates and associations. It was one of the last public events I
organised before travelling to Buea.
1.2 DURING THE JOURNEY
1.2.1: The journey to Buea
Teachers told us that the distance from Yaounde to Buea is very long. They advised us to travel
in a company where we would be comfortably seated. They also advised us to travel in the
morning, so that we will be discovering places. I left the house in the morning, on Friday 13,
2015. I wanted to travel with the first bus which goes to Buea. My brother accompanied me to
Nvan, with his taxi, but we reached the agency late, by 8am. The first bus had already left. We
waited some minutes, and boarded the second one, paying five thousand (5000) FCFA. The bus
left Yaounde by 8:30 am, and was going very slowly. When we reached Douala, some
passengers alighted and we continue.
From Yaounde to Douala, I sat near a young woman with her two sons. They were
disturbing at every minute, and their mother spoke to them in pidgin. They asked their mother to
buy anything sellers presented through the window to passengers and their mother always bought
it for them, so that they would be calm for some minutes. When they ate, they used to make a lot
of noise, then they slept for 15 minutes, got up, asked the rest of what they had eaten, ate again
throwing the crumbs on me, and when they finished, they liked to throw the packing overboard
through the window. In Bonaberi7, that mother and her two sons alighted. It was one of the best
7 OneofitsagenciesofthecompanyIwastravellingwith.BonaberiisaneighborhoodinDouala.
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moments of my journey. She wished me a save journey, and I smiled, saying thank you, and
good bye to her lovely sons.
After Douala, the driver became a taxi driver, picking people along the road, and the bus
seemed to have some problems. It moved very slowly, and passengers were angry. The driver
had a young assistant who played some annoying music loudly, causing a lot of noise in the bus.
Finally, passengers lost patience and got angry both with the driver and his assistant; it was hot.
The assistant stopped playing music but the bus still moved very slowly and the driver still
boarded passengers on the road. The car was full of people, and new passengers sat on the floor,
or shared the seat of gentle passengers who were already tired to sit.
We reached Tiko in the afternoon. Some passengers alighted, some boarded and we
continued. The road kept lengthening in from of us. When we got to Mutenguene, few people
boarded, and many alighted, and we continued. At long last, we reached Buea in the evening.
Everybody alighted, tired but satisfied to have had a save journey. The next job consisted in
meeting my new brother who would house me during my stay in Buea. My memory silently
enjoyed the beautiful villages and towns we had passed through.
1.2.2: Discovering towns and villages
I like travelling. I always find something wonderful in leaving one place to another.
From Yaounde to Buea, Douala is the most prominent place we passed through. It is impossible
not to remark that town full of history and full of negligence. Douala is also a very hot place,
travelling from Yaounde to Buea; any passenger would feel the difficult climate in him. Traffic
jams condemns people to suffer in that infernal climate, and it is sometimes terrible when you
travel in an old bus like the one which brought us to Buea. The old town which reminds the first
contact between the people of Rio dos camaroes8 and the white man has became a rubbish
dump, a real shanty town where everything seems to be permitted. The town is dirty, buildings
look very old, road conditions are frightful and motorcycles fight with cars and lorries on narrow
roads. Industries silently kill inhabitants of Douala, and poverty seem to shine on the faces of
everyone.
8 Expression used by the first explorers to designate Kamerun, which will finally become Cameroon.
‐ 17 ‐
The other place to discover in the journey to Buea is Edea. Edea is a small town on the
road to Douala, after the Mungo River. People sell fruits to passengers on the road. There is a
large number of young people on the road, recalling the low percentage of those who go to
school. The most common products sold in Edea are coconut and mitumba9. Palm oil10 is also
one of the common products sold to travellers.
Mboumnyebel is one of the places a traveller will visit before arriving in Buea. I knew
the place, only by the name. I discovered the place and noticed the same number of young people
on the road, recalling the same facts of a non educated population.
I discovered Tiko, I knew the town existed. I knew the sport team: Tiko United, and now I know
the place. The large plantation of rubber trees Marks the vicinity of this town.
The last place I discovered was Mutenguene, with its advanced police school not very far from
Buea.
1.3 ARRIVAL IN BUEA
The bus finally reached Buea in the evening. It was almost dark, but one could see boards with
the message “Welcome to Buea”, and the word Buea, written on the boards of schools and other
institutions. The bus stopped at Mile 17, everybody alighted, still annoyed but happy to be in
Buea. I informed Yaounde that I was in Buea, at that the journey was good – I could not start
complaining the first day. My parents said ok, and asked me to do better than my best in Buea
for our own greatness.
9 A special meal cooked in banana leaves, and sold hot. 10 It is in Edea that the most prominent society of fabrication of oil, SOCAPALM is located.
‐ 18 ‐
Image1:WelcometoBuea,Mile16.
1.3.1: Housing
The housing business seems to be the most prominent in Buea. Around the campus of UB, many
buildings stand, having in common the expression “Rooms to let” added to the contacts of the
care taker. The price of rooms seems to be the same. For a student from Yaounde, these rooms
are very expensive. It is possible in Yaounde to have a room for ten thousand (10 000) FCFA. It
is evident that housing conditions are not the same, but generally, for students, the most
important is not the outstanding luxurious standard of the place, but a simple comfortable space
where it is possible to stay and learn quietly. In Molyko11, the cheapest room is at least twenty
thousand (20 000) FCFA.
I heard that the University of Buea had student’s rooms, but that those rooms are only
allocated to students of female sex. I also heard that those rooms are given to students under
some conditions such as: students are not allowed to cook, to use television. That is a critical
situation on two sides: first because it is a kind of discrimination, and secondly because
nowadays television has become an important tool in studies12.
11TheneighborhoodinwhichUBhappilystandsinBuea.12StudentsoftheUniversityofYaoundéI,followingtheimmersionprogramme,havebeenaskedbythecoordinatoroflevelIIIinthedepartmentofBilingualStudies,toresumethenewscastofeveryweekwewillspentinBuea.Itisanother
‐ 19 ‐
Before I come to Buea, my father met Mr Ndongo Jean-Richard, a teacher in ASTI and
friend to him, who agreed to book a house for me. He finally thought that it was better to rent a
room with one of his students. So, that evening, when I arrived in Buea, I called my new brother
and he came to receive me at Total UB Junction. I was with one of my friends who arrived in
Buea some hours before me, and who came to spend the night in my new room. The next day he
rented his own room.
report,morecomplicated,whichhavetobewritteneveryday.Thisassigmenntcanonlybedoneifwehavetelevisionsathome.
‐ 20 ‐
CHAPTER TWO
BUEA: THE HISTORIC TOWN AND THE BEAUTIFUL VILLAGE
2.1 HISTORY OF BUEA
Buea is a very old town in the history of Cameroon. From 1901 to 1919 during the German
domination, Buea was the capital of the German Kamerun. However from April to June 1909,
because of the eruption of Mount Cameroon, Buea temporarily stopped being the capital of
German Cameroon. Buea was also the Capital of the Southern Cameroon from 1949 to 1961 –
When the northern and the southern Cameroon decided to federate and form one nation. The
most recent historical event which took place in 2013 in Buea is the celebration of the 50th
anniversary of Cameroon’s reunification.
2.2 THE UNIVERSITY OF BUEA
2.2.1: History
Up to the 90s, the Higher Education in Cameroon knew only one name: The University of
Yaounde. In the academic year 1992/1993, the name University of Yaounde disappeared and a
series of presidential decrees gave birth to six (06) public universities. Decree No. 93/026 of 19
January 1993, created the University of Yaounde I, the University of Yaounde II, the University
of Douala and the University of Dschang, while Decree No. 92/074 of 13 April 1992
transformed the university centres of Buea and Ngaoundere into complete universities.
Therefore, the University of Buea was created in 1993,13 after being organised by Decree
No. 93/034, of 19 January 1993; the University of Buea opened its amphitheatres in May 1993 to
768 students in the following faculties:
- Advanced School of Translators and Interpreters (ASTI)
- The Faculty of Arts with degree programmes in English, English and French, and History;
13Alltheseinformationaretakenonhttp://ubuea.cm/theinternetsiteoftheUniversityofBuea.
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- The Faculty of Science with programmes in Chemistry, Life Sciences, Geology, Physics and Mathematics;
- The Faculty of Social and Management Sciences with programmes in Economics, Law and Geography.
2.2.2: “UB, a place to be”
The University of Buea stands on the foot of Mount Cameroon, in the Fako Division of the South West region of Cameroon. The University of Buea is built on the English-Speaking tradition and happily moves on that way. It is important to note that the University of Buea has a Department of French, which offers Master Programmes in Littérature Francophone, and Didactique de la langue française. Thus, UB is not only English, but also French and therefore encourages Bilingualism.
With a student population of more than 12 000 people, and a young and dynamic staff of more than 450 lecturers (permanent and part-time), and with its partners in more than 40 universities in Africa, Europe and North America, the University of Buea represents one of the most important educational means in the English-Speaking part of the country.
This population of 12 000 students evolve in five (5) faculties:
‐ The Faculty of Arts ‐ The Faculty of Education ‐ The Faculty of Health Sciences ‐ The Faculty of Science ‐ The Faculty of Social and Management Sciences
The University of Buea also has a professional school: the Advanced School of Translators and Interpreters, (ASTI), and its main library, opened to students and lecturers.
2.3 EDUCATION IN BUEA
The Oxford Avanced Learning Dictionary defines Education as the process of learning, teaching
and training, especially in schools and college, in order to improve knowledge and develop
skills. Education has various levels: the pre-nursery and nursery school, the primary education,
the secondary education and the higher education. All these levels are present in the town of
Buea. Some schools are public, others are private and many are religious: Catholic, Presbyterian,
apostolic, just to name a few.
‐ 22 ‐
However, a large number of young people do not attend those institutions. We find many of
them in markets doing different activities while their friends are following training programmes
and courses in schools and other institutions. We also find some of those children in Molyko –
because there are always many people there – selling things like “congho meat14”, “hot pot15”,
“boiled eggs” and sometimes food, that their parents cooked and send them to go and sell. This
situation, in future, will have its repercussions on the economy of the Anglophone part of
Cameroon.
2.4 ARTS AND INTERNET IN BUEA
One may wonder why in writing a report on the activities in Buea, we are talking of Arts and
Internet. It is important to note that the job of the immersion student is also to analyse the life
style of people with whom he is immersing. Arts and Internet permit us to see how people are
connected to the word. An art is the use of imagination, to express ideas and feelings. Internet on
its part is an international network which allows people to be connected to others all over the
world.
In Buea, as far as Arts are concerned, young people are interested in music. They listen to
songs and enjoy the new musical rhythm that is en vogue in the world of music today. Some
young people sing songs in pidgin, but are not interested in the kind of music the great and huge
figure of Lapiro de Mbanga left. As far as literary arts are concerned, in Buea, despite the
presence of some libraries, and the low cost of books, only some literature students are
interested. The CURELF16 generally organises some cultural activities and those who are
interested are only some teachers and researchers. Along the streets, people also practice
Designing and Painting. The traditional Arts are almost absent, even in markets.
Internet has become the centre of the world. Every second, people are connected to others in the
four corners of the word. it is should be noted that the population of Buea is young And almost
everybody has at least a phone, and many young people are connected through social networks.
14Thisisaspecialmeat,fromsnails15Hotpotisgenerallymeatfromcow,soldinthepotat100,200or300FCFA,byyoungwomanandgirlsaroundthetownofBuea.16AnannexoftheUniversityofBuea,builtandorganizedlikeaculturalcenter.
‐ 23 ‐
Girls and boys try as they can, to imitate what they see and appreciate on Internet; and
sometimes, it does not fit them.
2.5 RELIGION IN BUEA
Religion is the belief in the existence of God or gods, and the activities related to His or the
worship of them. Christianity and Islamism are the two types of religion present in Buea.
Christianity seems to be the most prominent, dynamic, active and interesting activity in Buea.
Having a look at all those congregations and churches, one may claim that Buea is a highly
religious town. Churches burst out everywhere and anywhere. In the university restaurant, people
portray religious attitudes by praying before eating. When a phone rings around you in class or
anywhere else, the ringtone is generally a religious music. In class, almost every lecturer talks of
God and quotes the Bible. Some lecturers even exaggerate by praying before the courses. I am
using the word “exaggerate” because public universities are lay and civic. A number of different
denominations are found in Buea such as the catholic, the Evangelical Church, the Presbyterian
Church, the Apostolic Church, and Pentecostal churches
2.5.1 Case of the Roman Catholic Church.
The Roman Catholic Church is present in Buea, and has got followers in institutions such as the
Catholic University Institute of Buea (CUIB). In that institution, a church is integrated and
students who live far from catholic churches can attend mass at schools. It is the same thing with
the St. Peter and Paul University Parish (Ss. PPUP), located very near the campus of UB. Many
students and lectures can attend mass there. Activities in St PPUP are generally organised in the
Amphitheatres of the University of Buea. That church is generally full on Sundays and it
organises two masses.
2.5.2 Case of sudden new churches
Since the year 2000, the wind of Pentecostal churches which blew in Rwanda, and DR Congo
invaded Gabon and other suffering countries like Cameroon. These new congregations found a
kind of hospitality due to the extreme tolerance and laisser-faire of the governments. Djimeli
‐ 24 ‐
(2014)17 affirms that those new churches help African governments to reinforce alienation in the
society and make politics, a politician affair.
In Buea, people of those churches do not need a church to pray. They are everywhere, in any
small room, any abandoned house, or in any place the sun or the rain would not impede them in
beating their drums, playing music, shouting the Holy name of the Almighty God, and
delivering sinners from demons. They generally organise “Crusade” and other activities, even on
the campus of UB.
Image2:PosterofaspecialprayerfortheexamsinUBbyPentecostalChurches.(PastedinUB).
2.6 AN ORGANISED TOWN
Everybody agrees that Buea is a beautiful town, but people generally do not mention the fact that unlike Douala, Buea is a very organised city.
First of all, the markets of Buea are organised. There are special market days, and all those markets do not open the same days. Muea Market for example, is opened on Thursdays and Sundays while the Central Market welcomes people on Mondays and Saturdays.
Secondly, along the streets shops follow a rectilinear order. The pavement is not occupied by sellers as it is the case in other town. Even in the University, photocopiers and other sellers are well organised.
17ActesdelaJournéed’étudeenLittératureetCulturesAfricainedel’UniversitédeDschang,éd.AlainCyrPangop
Kameni,
‐ 25 ‐
Furthermore, houses are not built haphazardly. Every new house people start to build is given a building permit by the authorities.
Finally, Buea does not allow bars, night clubs and cabarets near public institutions such as schools and universities.
2.7 THE RURAL IMAGE OF BUEA
Buea is not only Mbongo Square, Molyko and Mile 17. There are many villages in this town and
if one does not enter into Buea, one will not enjoy their beauty. Villagers cultivate fruits and
vegetables such as tomato, Ndole, watermelon, pepper and pimento, waterleaf among others. The
also grow plantains, potatoes, and sweet potatoes, cassava etc. These products are sold in Muea
Market and in the other markets of Buea. Old mothers and sometimes fathers carry huge bags on
their back, or in rickshaws from farms, and cross the town to their families. Because of the
volcanic nature of the sol, Buea is a very fertile area.
CHAPTER THREE
ACADEMIC STAY IN THE UNIVERSITY OF BUEA
3.1 THE FIRST DAY IN THE UNIVERSITY OF BUEA
The very first day for me to visit the University of Buea was on the 13th March, the day I arrived
in Buea. It was in the evening.
Everybody who comes from other universities of Cameroon will first notice its two gates:
the first bleu-white, which faces the Oxford Building and UB Junction Molyko and the second
grey, which is the actual entry to the kingdom of knowledge. Not only I could enjoy the beauty
landscape, but also the extraordinary Fako Mountain. Something special to note on the campus
of UB is the permanent presence of drinkable water. I am forced to compare with the University
of Yaounde1 where water is as precious as the presence of some lecturers in amphitheatres
where they are supposed to be every day, as their time table shows.
The University of Buea is also noted for its exceptional cleanliness. The campus is beautiful,
flowers are generally cut on time and every day, the site seems to be new. It is said that the
‐ 26 ‐
cleanness comes from the fact that there are not many students in UB like it is the case in the in
the other universities. This is certainly not true because UB has a population of more than 12 000
students and about 400 members of staff. The secret seems to be the organization – and may be
the Anglophone attitude, based on the respect of the public property. UB is also remarkable for
its buildings which every day, seem to be recently built. These external details are what I noticed
a priori in the University of Buea.
3.2 THE OPENING AND ORIENTATION CEREMONY OF THE 2015 IMMERSION
PROGRAMME.
After the meeting we had in Yaounde with the Head of Department (HOD) of Bilingual Studies,
We were welcome in the University of Buea by the Dean of the faculty of Arts on the 26th March
2015 for the opening and orientation ceremony. Before that, on the 20th March 2015, the
coordinator of the programme in Yaounde – the coordinator of level III in the department of
Bilingual Studies – who came to Buea with three other lecturers of the department insisted on the
conduct of students during the programme.
In the meeting of the 26th, some simple details were mentioned. It is in the University of
Buea that we heard for the first time, the voice of the Dean, speaking to us, as students of
Bilingual Studies. We had left the University of Yaounde I some days ago, and in the preparation
of this immersion programme, the name of the Dean of the Faculty was never mentioned.
Things seem as if the Dean of the Faculty of Arts and Social Sciences of the University of
Yaounde I was not a normal person like other lecturers. By the way, students don’t even know
him. It is also important to note that on the agenda of that meeting, the Vice-Chancellor had to
speak; unfortunately she had had another meeting, but students were happy to know that if the
Dean of the Faculty of Arts and Social Sciences of the University of Yaounde I did not tell us
Good bye, the Vice-Chancellor of the University of Buea welcomed us. The meeting took place
in Amphi 250, at 1 PM. The chair person was the Dean of the Faculty of Arts.
The Dean welcomed students in the Faculty. During the meeting, he continuously used
the word “children” to us. He talked of students’ attitudes towards teachers, and towards their
classmates, asking us to behave responsibly. He also encouraged people not to be shy, and asked
‐ 27 ‐
us to be honest. He finally said that in cases of difficulties, students could come and meet him in
his office.
Other lecturers like Mr Minang Moses talked on academics. Pointing to the fact that we are
new in the University of Buea, he asked us to make sure we had our registration forms, certifying
that we are really students. As far as the courses are concerned, he talked of the system of
teaching in the University of Buea, which laid emphasis on attendance. Ms Mumambang talked
on ethics and conducts, and finally, Mr Emmanuel Njume talked on Records. The meeting ended
with a question and answer session from students to teachers.
3.3 CLASSES IN THE UNIVERSITY OF BUEA
In the University of Buea, classes start at 7:00 AM, not 7:30 as it is the case in the University of
Yaounde I. Courses are divided into two: the main course, and the tutorial course. However,
some courses do not have tutorials. It is the case with IMM 404-English Literature and
Civilization. In this case, the hours dedicated to the main course are doubled. The last course at
UB is supposed to end at 6 PM. The University of Buea opens its amphitheatres to students from
Monday to Saturday. At the beginning of the semester, a time table is published and pasted on
the notice board of the department. However, catch-up classes are organised by teachers in other
to make up for the lost time of public days and other impediments. Some courses are done on
the campus of the University of Buea, other are done at GBHS Molyko18. In addition to the
courses at school, some interesting programmes which are likely to help students are organised
in CURELF.
18 Some courses were done in GBHS Molyko, but after three weeks, we went to Molyko and the staff of that secondary school told us that the GBHS Molyko was not an annex of the University of Buea. This meant that the university used the place without giving any account to the principal. For example, the time table had just been established with the name of GBHS Molyko, and the University of Buea had not contacted them to know whether it would be possible or not. This also means that the first partnership the two institutions signed had ended, and had to be renewed.
‐ 28 ‐
Image3TimeTableofthe2015ImmersionProgramme.
3.4 THE SYSTEM OF EVALUATION
As in any other LMD system, the courses as we said early are divided into main courses and
tutorials. The tutorials courses are evaluated in CA (Continuous assessments) on 30 % for the
main courses, the exams are organised at the end of the semester. This second mark is on 70%.
So, the CA+EXAMS = 100%. It is obvious that the CA mark is the passport to the writing of the
exams. That is, students who do not attend tutorial classes cannot write the general exams. As far
as the tutorial classes are concerned, the University of Buea has something special: the
attendance to classes constitutes a first mark for the continuous assessment, and if the student is
absent in a good number of courses, he is not allowed to write the CA test. The assessment can
be done as a quiz in class, it can be topic to write on at home or in class, it can also be a
presentation, and in the last case, the lecturer makes sure that every student says something.
3.5 THE COURSES
‐ 29 ‐
During the first semester, the Department of Bilingual Studies in the University of Yaounde
I, offers six (06) courses. The remaining courses are offered by the University of Buea. The
training in Buea aims at improving our knowledge of English literature and civilisation,
developing our oral ability, writing, and listening skills of the English language. That is why our
semester is organised on the following courses, presented in the following table.
Titles Courses
IMM 402 Advanced listening and speaking skills for foreign/ second language learners (Audio- visual)
IMM 404 English literature and civilization
IMM 406 Written communication and vocabulary development
IMM 108 Spoken English
IMM 4010 Internship Report
3.6 THE TEACHERS
In the University of Buea, the most of the teachers are relatively young. Pr Fandio19 explains that
it is because many old teachers have left. According to the internet website of UB
http://ubuea.cm/ they are some 400 teachers in the University of Buea, included part-time
workers. When they have been well trained, they guarantee a bright education. They inspire
young students and are the shining examples of the fact that it is possible to succeed in this
country.
As young teachers, from the recent generation, they adapt easily to the new technological
changes and are linked to internet to offer the best to students. One of the main difficulties with
the old generation of teachers is that they think for students. Yet, the 2015 student knows that the
teacher is not a dictionary, that he should give his opinion and listen to the student’s own view.
In the University of Buea, (at least as far as the immersion programme is concerned) teachers
have a course delegate to whom they give their contacts to be the liaison between students and
the teachers.
19 The Head of Department of French in the University of Buea.
‐ 30 ‐
3.7 STUDENTS IN THE UNIVERSITY OF BUEA
The UB internet website http://ubuea.cm/ estimates at 12 000, the number of students who enrol
on courses in the University of Buea. These students are known out of UB for their sense of
responsibility and their politeness toward teachers. Students in Buea are also known for the
responsible dressing code they adopt and for their cleanliness. As far as the working attitude in
class is concerned, I noticed during presentations that those from Yaounde are a little bit more
active than students of the University of Buea. Francophone students from the University of
Buea – those who remained in Buea to follow the same programme are only a part as we are.
They sit together, do presentations together, go back together etc. We, students of the University
of Yaounde I, behaved exactly the same. Yet, as individuals, we have made good friends among
them, and some of them have done the same, since birds of a feather flock together.
3.8 THE STUDENT’S RESTAURANT
As an outsider in Buea, the half bag of tapioca my lovely sister bought for me in Yaounde–
because it is more expensive in Buea – could not be sufficient. Since I was not rich enough to
cook everyday at home for my new brother and I, and especially because even if I had money I
did not have time, the best alternative was the university restaurant. The students’ restaurant
opens at11:00 AM and closes at 3:00 PM, but by 2:00 PM, the food is generally finished. The
restaurant is opened from Monday to Friday. The main menu is rice, but Eru and water fufu is
generally cooked on Wednesday. Sometimes there is plantain or Bobolo. As in Yaounde, the
ticket is 100 FCFA. The line to buy tickets is sometimes very long, especially on Wednesdays,
but not as long as in Yaounde. Food is not as sweet as in our families in Yaounde or in Baleveng
my village, but we manage because we know that we are paving the way to our success.
‐ 31 ‐
CHAPTER FOUR
THE INTERNSHIP AT ST. THERESA INTERNATIONAL BILINGUAL
COMPREHENSIVE COLLEGE (STIBCCOL)
4.1 AN OVERVIEW OF STIBCCOL
Saint Theresa International Bilingual Comprehensive College (STIBCCOL) is a secondary
school, located near the University of Buea. It is a catholic school and because of its discipline, is
one of the best mission secondary schools in Buea. Teachers are young and professional in
STIBCCOL. For many years, STIBCCOL has provided good batches of students with the GCE
Advanced Level. The college pays a special attention to the issue of bilingualism, and methods
are planned for students to practice it. STIBCCOL also has a library with books in French and in
English, and the access is free for all the students, teachers and trainees who may be following a
programme as ours in the school. Students wear responsible uniforms and black-long socks. The
school offers two uniforms to students, and although the uniform is common, some signs help to
distinguish young students of the first cycle, from their academic elders of the second cycle.
4.2 THE FIRST DAY IN STIBCCOL
After the first meeting with our supervisor, he allowed us to choose by ourselves, the institutions
where we wanted to carry out our internship programme. I wanted to go to GBHS Molyko; and I
just remembered that one week ago, they had chased students away from their campus, saying
that the University of Buea did not have a right to organise classes in their institution. I therefore
chose to look for another institution, a simple and calm place where I could be alone,
concentrated on the mission I was coming to accomplish.
I arrived at STIBCCOL a morning of Tuesday with a folder containing the photocopy of my
registration form, my time table of the University of Buea, and a not-very-clear photocopy of the
letter the Dean wrote and signed and stamped without his name, allowing immersion students to
ask for a three week internship programme in public or private institutions where it is possible to
learn English and use it in concrete situation. I found myself with some students of UB who had
‐ 32 ‐
come for the same purpose. The Vice-Principle, Mr Mencheng Clement Uzeh, received me in
front of his office, as the other classmate. He took my folder, opened and saw the poorly
photocopied letter from the Dean, and then he laughed for some minutes and asked us how it
could be possible. ‘How can the University send you in a so important programme with such a
poor conviction that you are students’? He reminded us the fact that the letter of the Dean was
neither original nor official, and that no normal institution could accept us with that letter. He
also said that he would accept us, but that he still feels sad that last year, some students came for
the same programme, and at the end the university did not even write a letter to thank them for
their partnership. He said some other things to let us know that the programme is not well
organised, and he finally accepted that according to our time table, we could begin the field work
the next free hours.
4.3 THE TEACHING SYSTEM IN STIBCCOL
During classes, the teacher begins by writing the title of the lesson on the board, and finds ways
to get into the topic with the students. As Ms Ache Henrietta, our supervisor, said, students
should provide themselves the bases of the course. The teacher will keep in mind that knowledge
should be built both by the teacher and the student. That system is called the competence based
approach (CBA). At the end of the course, the teacher gives some exercises, some are done and
corrected with students in class, others are to be done at home. The teacher encourages
competition; challenges and encourage students, not only to be outstanding in class, but also to
build in them a spirit of combat, indispensable in their future carrier.
4.4 CLASSES AND EXAMS IN STIBCCOL
Classes start at 7:30 AM and end at 3:30 PM, from Monday to Friday, except on Wednesday,
which has a different tame table. Students have a break at 10:50 AM and another at 12:50 AM.
They are not allowed to go out of the campus or to plays some dangerous game in class or during
break. Apart from habitual subjects such as Literature, History, English Language, French,
Mathematics, Biology, physics... students also do professional courses like Commerce and
Management.
‐ 33 ‐
As far as the exams are concerned, Saint Theresa International Bilingual Comprehensive
College has found a good way to avoid cheating. First of all the programme of exams is known
by students many months before. During the week of exams, students are mixed in the same
classes. For example, on the same bench, when a student of Form I is writing French, the one of
From IV is writing Biology.
When a new teacher enters in Form One, this is how students receive him. The stand and say:
‘Good morning Sir, welcome.
The fear of the lord is the beginning of wisdom,
If you want to succeed, you must work,
Education is the best
Love one another, says the Lord’.
4.5 THE CLASS I THOUGHT IN STIBCCOL
During my internship at STIBCCOL, my supervisor allowed me to teach an English Language
course in From One. The class took place on a morning of Tuesday. I had to teach Reading
Comprehension and Phonetics.
The title of the text was “The old man and his sons”. It is the story of an old man,
probably living without his wife and having three boys. His sons live in constant violence, and
one day, he feels that he is about to leave the earth. Worried about the fact that his children can
kill each other after him, he teaches them through a bunch of sticks to brake, that unity is
strength.
We read the text in rows, and students really enjoyed. Then we moved to some
ideological topics like Unity, Violence, Peace, and finally answered the questions following the
text. The second lesson was Phonetics. I had to teach my students the different pronunciations of
the “TH” in English Language.
‐ 34 ‐
I discovered during my lesson that students like reading. Even those who do not read
well, raise their hands to ask their chance to read. While discussing on the expression “ bunch of
women” used by the father in the text to qualify his sons who individually cannot brake the
bunch of sticks, female students in class refused to accept that women are weak. Some argued
that sometimes, they are stronger than men. I was impressed by the attitude of a student who
quietly stood and said that even if the girls do not accept, that expression, used by the old father
in the text, simply meant that women are weak. The passage reminded me an arrogant reply of
Okonkwo in Achebe’s Things Fall Apart, (1959:19) to a man of no title in the Igbo society: “this
meeting is for men”.
Image4:MyEnglishclassinSTIBCCOLonMay052015.
‐ 35 ‐
CHAPTER FIVE
EXTRA-ACADEMIC ACTIVITIES
5.1. THE CELEBRATION OF THE INTERNATIONAL DAY OF THE FRANCOPHONIE
AT CURELF.
French occupies the 4th position in the linguistic classification of Buea, after Pidgin, English and
local languages. French is the language of foreigners and is mainly spoken by francophone
students and other people from the West region, who commit themselves in commercial
activities. One may not think French would have a tribune in an area like Buea, yet it is the case.
Through the International Organisation of the Francophonie, (OIF) institutions like universities,
literary associations, book publishers and writers gather each year during the International week
of the Francophonie, to save the French Language. This year the theme of the celebration was:
“Le Français, terre d’acceuil:”
The celebration of that day took place at CURELF on the 30th March 2015, and the ceremony
had as chairperson, the Vice-Chancellor of the University of Buea, Dr Nalova Lyonga. During
the round table organised by the Department of French, experts of the French Language and
translators of the University of Buea showed how the language of Moliere chronologically
moved from France to become, first the language of Rene Maran, the author who through his
novel Batouala, (1921) paved the way to the revolutionary attitude against the universality of
French, then the language of the young Birahima20 in Kourouma’s Allah n’est pas oblige, (2001)
Patrice Nganang in Temps de chiens, (2001) and finally the one of Alain Mabanckou in Verre
cassé, (2005), or in his recent novel Mémoires de porc-épic, a continuation of the first. It is
during that celebration that I saw the Vice-Chancellor for the first time, and also discovered how
intellectual issues are only for teachers in Buea. In fact, despite the fact that the programme was
pasted in UB many days before, students did not pay attention to that. The choir of UB and the
20ThemaincharacterinAhmadouKourouma’sAllahn’estpasobligé.
‐ 36 ‐
Francophonie Club enlivened the ceremony, and at the end, the Bus of the university took
students back to UB.
5.2. WATCHING MOVIES AND DOCUMENTARIES AT CURELF
Dr Abossolo, who is the coordinator of CURELF, came in class at the beginning of the
immersion programme, inviting us to choose a list of activities we can carry out in his centre to
make our stay interesting in Buea. He suggested that we can come and watch a first movie the
following Saturday. He said we would pay 200 FCFA.
He also invited us to pay 500 FCFA for the library of that institution so that we really enjoy
completely an interesting stay in UB.
5.2.1 Ninah's Dowry, by Victor Viyuoh
We came for the first movie on the 28th March 2015.
The movie has as title, Ninah's Dowry, a movie by Victor Viyuoh, produced by Victor Viyuoh,
Che Hilarius Fuh and Daniel Tan. The film is the story of a young girl, Ninah, who is given for a
debt of 50 000 FCFA by his father, to a “beast”: Memfi. Memfi uses his wife as his boss’s
animals that he keeps to earn his life. He beats her, and traumatises his children. Memfi suffers
day and night, but finally escapes, and goes back to Bamenda, her village. The movie was shot in
Buea, around Mount Cameroon, acted by Cameroonians and produced by Cameroonian. Theses
are the awards the movie has already won.
- The Prize of the Forte Lauderdale International Film Festival (Holland), January 2013
- First Prize of Female Interpretation by the Forte Lauderdale International Film Festival
(Holland), January 2013
- Laureate of the Panafrican International Film Festival (Cannes France), April 2013
- Prize of the jury in the Africa Movie Academy Awards (Yanegoa Nigeria), 2012
‐ 37 ‐
5.2.2 L’Arnacoeur, by Pascal Chaumeil
L’arnacoeur is a French movie. The main actor is a handsome man whose job is to traffic
people’s love, give them hope, and finally leave them to their former love, so as to show them
that in life, women will not always have the man of their dream, but that they should accept and
love the one life offers to them. The man works in a team with three other people who help him
to do his job. That job consists in looking in other people’s intimate life, observing what they
like and appreciate etc. He will after strike to offer that to those women, so as to show them that
they like the same things and that they are birds of a feather, so they can flock together. In the
movie, he is given the mission to stop a lovely couple who will get married in one week. As he
always does, he succeeds in kidnapping the young girl’s heart the day she is to get married;
however, in playing the role of the lover, he has finally found himself in love with that girl on
her wedding day.
5.2.3 Shooting dogs
It is a documentary-movie on the 1994’s Rwanda genocide. It comes on the events which took
place mainly in Ecole Technique Officiel, a school in Rwanda, which served as a camp where
UN militaries protected the minority of Tutsi. After some weeks, the UN commandant receives
the order by his authorities to leave the place. That the mission has ended. It is a terrible situation
because out there, Hutu are waiting for their bothers of the same country with machetes and
other common arms. Thousands of Tutsi will leave their lives on the site of ETO. The movie is
shot on the site of the genocide, and acted by victims and survivors of that African tragedy.
5.3 THE SEMINAR ORGANISED BY THE UNIVERSITY OF BUEA STUDENTS
UNION ASSOCIATION
On May 19, 2015, the Faculty of Science Students’ Union Association (FSSA) organised a
seminar in Dorothy Limunga Njema Amphitheatre of the University of Buea. The theme of the
seminar was: The contribution of higher education to the achievement of vision 2035 in
Cameroun. Young students and a few number of teachers and experts in development issues
agreed that science and technology has a lot to contribute in the development of our country.
However, as students of higher education, is there a way we can commit ourselves to the going
‐ 38 ‐
train of emergence? It is known that the average age of Cameroonians is 19; and that the people
who hold this country are all, more than 60. It means that under normal circounstances, in a
normal country, they should all be retired. That also means that the knowledge we are acquiriring
today in higher institutions, is not useful to our country today, and since they year of glory seems
to be in 2035, it is possible that at that time, our knowledge has stopped to be useful to us, as far
as the development of Cameroon is concerned: that is many of us would have abandoned school
for other activities, as many of the recent generation have done. That topic turned the debate to
the responsibility of students toward their country. We should just struggle to serve Cameroon,
and not bother about what Cameroon would have done for us. That is Kennedy’s view, which
seems to overshadow the rights of the citizen with patriotism. Obviously, students present in the
seminar could not totally agree. The country belongs to Cameroonians, and we all struggle to it
further, then, as other people have allowed the ruling generation to take the command, we should
be given the same chance.
The other issue which really interested me was the debate on whether or not students should have
part-time jobs.
People agreed the fact that the economic situation in Cameroonians families is not easy, but
some refused that because of that, students should engage in other businesses apart from school-
related activities. I was also happy to understand students of UB defend the fact that all the
knowledge is not at school. For example, if somebody studies Electricity at school, he may be
useful in his neighbour, not only to have some money for photocopies and materials, but also to
practice his domain in concrete situation.
Some partners as IRAD, and Microsoft Cameroon were present, and try to guide young people.
They are examples of the fact that one should never give up. At the end, we noticed that the
seminar had stopped to talk of Cameroon, to focus on the youth. That shows the evidence that all
sustainable development project should take into account, the young generation.
The seminar ended at 5 PM, and the organisers gave some attestations to students who had
participated in the success of the event. The president of the FSSA, a girl, thanked people who
attended and closed the day.
‐ 39 ‐
5. 4. THE ROUND TABLE ON « ÊTRE ÉCRIVAIN CAMEROUNAIS AUJOURD’HUI,
QU’EST-CE À-DIRE? » ORGANISED BY THE DEPARTMENT OF FRENCH
“Who is a young writer in Cameroon today, what are his difficulties and how does he succeed?”
It is on these topics that I spoke around Pr Fandio, the moderator, Marcel Kemadjou Njanke,
George Nyamndi, Anne Tanyi-Tang, Christian Tiako, Sammy Akombi Oke, and Elisabeth
Ewombe-Moundo, on the evening of Thursday June 04, 2015. This event is part of the activities
organised by CURELF and GRIAD21 (Research Group on Africa and Diaspora Imaginary) in the
occasion of the Week of Cameroonian Patrimony.
The ceremony which began at 6PM and ended as 10PM has allowed writers to share their
experiences and ideologies on some topics like Publishing, Languages used in writing, Identities
in Cameroonian literature, the diffusion of Cameroonian literature, the Role of the government
etc. The meeting was a prelude to the seminar that followed the next day. At the end, the
moderator noted that there is a way for hope, that the government could decide to be silent as
they are in other sectors but that Cameroonian literature will continue to be ameliorated and to
ameliorate people’s life.
21GroupedeRecherchessurl’Imaginairedel’AfriqueetdelaDiaspora.
‐ 40 ‐
Image5:DiscussingonCameroonianliteraturewithPrFandio, Sammy Akombi Oke, Elisabeth Ewombe-Moundoandother
Cameroonianwritersandcritics.CURELF,June04,2015.
‐ 41 ‐
CHAPTER SIX
DIFFICULTIES ENCOUNTERED AND RECOMMENDATIONS
6.1 DIFFICULTIES
6.1.1-In the markets of buea
It is not more a secret, Buea is a very expensive town, yet its soil is very fertile. Buea is also a
village and it is difficult to explain how people live in such difficult conditions. People don’t
really know whether it is the presence of the university which causes thing not to be affordable,
but it is not very different in Dschang. Dschang is also a village, which exactly as Buea has
become a town because of its history and because of the university, but life is not as expensive
there as it is in Buea. Therefore, I will posit the following two possibilities: either people are
hard worker in Buea but they do not have a selling attitude, that is they work to feed their
families, or they are lazy: that is they do not benefit from the fertility of their soil to enhance life
conditions. In the second case, other people – francophones in the circumstances – would have
dominated the market since they are outsiders in the town, and do not possess lands and
properties, they are forced to be expensive so as to make ends meet. Hence at any time, Buea is
an expensive town. That is the most common difficulty.
6.1.2- The language difficulty
The main objective of the immersion programme is to put the student in a purely English
context, where he is to develop his capacities of English language. Although Buea is known as
an English speaking town, the most spoken language here is Pidgin. Pidgin is spoken in streets,
in markets, in cybercafés, in schools among young students and even in the University of Buea.
This situation does not allow immersion students to be in constant contact with English.
Furthermore, we, students, all moved from Yaounde where we spoke French, to Buea, where we
continue to speak our French. Those of us who are having their stay in an English speaking
‐ 42 ‐
family are lucky because they are exposed to the language, while some are only exposed to their
French.
6.1.3- Language discrimination in the market
We have presented the two main difficulties. This third point is the junction between the
precedent difficulties.
I noticed that in the markets of Buea, there are three prices to products sold. It is the same thing
in shops. Things look like there is a price for Francophones, another for rich Anglophones and a
third price for common people of Buea. Let us consider the following situation between a seller
and a student.
Raoul wants to buy plantain in Muea Market, the way he speaks will determine the price of the
same stem.
Raoul – Bonjour Madame, combien coûte ce régime-là s’il vous plait ?
The Seller – 3500
(Raoul goes and comes back an hour later to the same seller)
– Good morning sir, how much do you sell that stem please? – Good morning, that one is 2800 Francs
(Raoul goes and comes back later to the same seller)
– Afternoon mami, this one na how much? – 2 5 (two five)
As we can establish by ourselves, it is better in Buea to speak Pidgin so as to be integrated in the
society than to speak French. I did not stop at that level. I went further to know why that
discrimination. Actually, Anglophones continue to feel marginalised in Cameroon. They
‐ 43 ‐
estimate, and it is true, that power22, so money in Cameroon belongs to Francophones. That is
why, when Francophones come in Buea, they should leave that money here.
6.1.4- In my student’s residence
Although it is usually said that water is life, finding water remains the almost problem in
student’s residences of Molyko. When you rent a room, it is written on the bill that the room has
water, while it is very difficult to have water at home. Generally, the device the plumber installed
in the bathroom and the kitchen is useless because water never comes. And some special days
when people are lucky enough to have water, it flows very slowly, with a low pressure, and
before somebody has carried 20 litters, it has already stopped. For those who live near the river
like us, they just manage to have potable water to drink and to cook: all the rest is done at the
river.
Light is another serious problem. But since we are used to in Yaounde, we just try to
cope with it, even if it is complicated. The other difficulties are common in every town, even in
Yaounde, and it is easy to get through successfully.
6.2 RECOMMENDATIONS
From Immersion to Internship
I have noticed apart from the English we spoke in class, French remain our current language. It is
not possible to learn French in the street, in a cybercafé, in the market etc: that is, when Pidgin
will be taught in universities as any other normal course, Buea will be a good place to immerse.
I therefore propose that the programme can be re-orientated and re-organised as an internship
programme. That is, everybody would find by himself, where he will immerse. The university
can sign some partnership with public and private institutions interested in the learning of
22 On the 20th May 2015, I took part at the march pass at Mbongo Square, where the chair person was the Governor. I noticed that although the ceremony was presented in English, the arm forces were acting in French. The commandant spoke French to the militaries etc.
‐ 44 ‐
English. Thus, students will have to pay according to the institution they would have chosen. The
University of Yaounde I can look for a partnership with the linguistic centres, the embassies, and
other institutions when only English is used at any time. In this case, the money we spent to rend
a house in Buea, to pay for food and any other things would be used for other purposes. I also
suggest that our institutions could sign partnerships with other universities, not only in Britain,
but in other English speaking countries. Even if everybody is not able to pay to follow this
programme aboard, many are ready to pay.
As I see it, since the semester is six (06) months, students would have to come back at the fifth
month to prepare for the final Exams.
CONCLUSION
This report is the account of my stay in Buea, from February to June 2015, by the help of the
Immersion Programme, which marks an end to the cycle of Degree in the Department of
Bilingual Studies (English‐French).The activities in which I have been involved and my personal
experiences of Buea and its universe are told in these pages. At the end of this important
academic journey, now, I know exactly what is the Immersion Programme in the perspective of
English learning in the University of Yaounde I and I can easily relate that to a junior in the
Department. I am also aware of the Anglophone attitudes and behaviours for I have met them
at school, in seminars, in markets, in cyber‐cafés, on streets... My stay in Buea has also allowed
me to have an idea on the way nationalism an patriotism are expressed in Buea: the march pass
of the National Day displayed other faces of Buea that I did not know, like the 19 young people
who marched for the whole UPC23 or the army commandment in French while all the other
activities were being performed in English. On a purely personal perspective, Buea was also a
good way to see in my large family, who bothers for my future, and who does not. My teachers
of Lycée de Nkol‐Bisson have reiterated their unconditional support during this journey, and
have modified the notion of family I had before this programme. I have noticed that sometimes
23Nationalistpoliticalpartycreatedin1958byUmNyobe.
‐ 45 ‐
the best comes from people we expect the least. Furthermore, Yaounde is a very small place24
to appreciate Cameroon; Buea was another place to discover, and I am satisfied to have visited
it. Finally, I am happy for my teaching and learning experiences during my internship in
STIBCCOL. The most important was the development of my speaking, writing and listening skills
of the English Language, and I am satisfied to have developed them with the help of the entire
staff of the University of Buea; even if it would be better if I was immersing in an Anglophone
context – Buea is mostly a “Pidginphone” town. However, I cannot forget the frequent power
cut by Eneo, the constant lack of water in Molyko, the excessively high cost of life in the town
and the precocious closing of the University restaurant. My greatest moments in Buea
happened during the Week of National Patrimony, organised by the Research Group on Africa
and Diaspora Imaginary (GRIAD) and CURELF. I was happy to work with my elders and lecturers
of all the public universities of Cameroun, and to take part actively25 in the discussions on the
Emergent Literatures of Cameroun.
REFERENCES
‐ CONSULTATIVE SCIENTIFIC COMMISSION, UYI, Norms of Presentation and Evaluation of
Dissertations and Thesis, October, 2008.
‐ CHINUA ACHEBE, Things Fall Apart 1959
‐ Oxford Advanced Learner’s Dictionary 8th edition, 2012.
‐ http://ubuea.cm/
24AtitleofaNovelByJamaicaKincaid.25OntheeveningofJune,4,2015,ItalkedonthesituationofyoungwritersinCameroontoday,andthefollowingday,IpresentedmyarticleonthepublishinghousesinCameroun.
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