Volume 26, Issue 3, June 2019, Pages 812–825
Marcel NYEMBA MASANGU1 and Augustin MUKIEKIE TSHITE2
1 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
2 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
In this study, we wanted to both identify and analyze the structural barriers that prevent Wamba teachers from properly using local languages in primary schools so that planned policies are more timely, meaningful, and strengthened; to identify the difficulties encountered by teachers in introducing local languages in the above-mentioned schools and to determine whether local languages (local languages) can be adapted to all branches (subjects) enrolled in the primary curriculum in R.D.Congo. In the end, we found that, local languages can facilitate the better understanding of the subject as well as its assimilation by the students. At the same time, they can develop national pride, cultivate the love of the homeland, help students internalize the values of the environment, facilitate modernity and can significantly reduce the myth of superiority of Western languages inherited from colonization. The obstacles to their introduction into Wamba primary schools are at the same time political, linguistic, socio-cultural, economic and psychopedagogical. Their use in schools is a handicap to development and modernity. Difficulties encountered by teachers in this regard include the lack of an official program in local languages, textbooks (books) compliant and adapted and the non-training of some teachers who do not master local languages. Also, local languages are not adapted to certain disciplines (branches) of the program.
Author Keywords: Languages, local languages, barriers, primary schools, language introduction.
Marcel NYEMBA MASANGU1 and Augustin MUKIEKIE TSHITE2
1 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
2 Faculté de Psychologie et des Sciences de l’Education, Département des Sciences de l’Education, Université de Kisangani, RD Congo
Original language: French
Copyright © 2019 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
In this study, we wanted to both identify and analyze the structural barriers that prevent Wamba teachers from properly using local languages in primary schools so that planned policies are more timely, meaningful, and strengthened; to identify the difficulties encountered by teachers in introducing local languages in the above-mentioned schools and to determine whether local languages (local languages) can be adapted to all branches (subjects) enrolled in the primary curriculum in R.D.Congo. In the end, we found that, local languages can facilitate the better understanding of the subject as well as its assimilation by the students. At the same time, they can develop national pride, cultivate the love of the homeland, help students internalize the values of the environment, facilitate modernity and can significantly reduce the myth of superiority of Western languages inherited from colonization. The obstacles to their introduction into Wamba primary schools are at the same time political, linguistic, socio-cultural, economic and psychopedagogical. Their use in schools is a handicap to development and modernity. Difficulties encountered by teachers in this regard include the lack of an official program in local languages, textbooks (books) compliant and adapted and the non-training of some teachers who do not master local languages. Also, local languages are not adapted to certain disciplines (branches) of the program.
Author Keywords: Languages, local languages, barriers, primary schools, language introduction.
Abstract: (french)
Dans cette étude, nous voulions à la fois déterminer et analyser les obstacles structurels qui empêchent les enseignants de Wamba d’utiliser convenablement les langues locales dans les écoles primaires afin que les politiques prévues soient plus revues, sérieuses et renforcées; identifier les difficultés rencontrées par les enseignants concernant l’introduction des langues locales dans les écoles susmentionnées et, déterminer si les langues locales (langues du milieu) peuvent s’adapter à toutes les branches (disciplines) inscrites au programme du primaire en R.D.Congo. A la fin, nous avons trouvé que, les langues locales peuvent faciliter la meilleure compréhension de la matière ainsi que son assimilation par les élèves. En même temps, elles peuvent développer une fierté nationale, cultiver l’amour de la patrie, aider les élèves à intérioriser les valeurs du milieu, faciliter la modernité et peuvent réduire sensiblement le mythe de supériorité des langues occidentales héritées de la colonisation. Les obstacles pour leur introduction dans les écoles primaires de Wamba sont à la fois d’ordre politique, linguistique, socioculturel, économique et psychopédagogique. Leur usage dans les écoles apparait comme un handicap vers le développement et la modernité. Les difficultés rencontrées par les enseignants quant à ce sont notamment le manque d’un programme officiel en langues locales, des manuels (livres) conformes et adaptés et de la non formation de certains enseignants ne maitrisant pas les langues locales. Aussi, les langues locales ne sont pas adaptées à certaines disciplines (branches) du programme.
Author Keywords: Langues, langues locales, obstacles, écoles primaires, introduction des langues.
How to Cite this Article
Marcel NYEMBA MASANGU and Augustin MUKIEKIE TSHITE, “Obstacles liés à l’introduction des langues locales dans les écoles primaires du territoire de Wamba en RD Congo,” International Journal of Innovation and Applied Studies, vol. 26, no. 3, pp. 812–825, June 2019.
