To Guest who now uses the name L.L. with a low IQ, read this:
<< But the reality is that Rwanda, Madagascar, Cameroon, Canada, Seychelles, Vanuatu have English as official language. In all of them the strongest language is almost always the winner. So, French can disappear there... >>
French Immersion Classes in Canada
French immersion is offered in most Anglophone public school districts. Most early French immersion students, starting in kindergarten or Grade 1, do all their work in French, except English language arts, which usually starts in between Grades 2 and 4. Late immersion generally begins in middle school (grade 6) or in late elementary school (grade 4), although these students are not usually in the same classes as early French immersion students. Some schools do not offer French immersion until later grades. Extended French programs provide a variation on late immersion, where students take some courses in English and others in French. French immersion is also done in some private schools and preschools.
Several Canadian universities offer opportunities for students to continue to study subjects in either French or English, such as the University of Alberta Faculté Saint-Jean in Edmonton, the Université Sainte-Anne in Nova Scotia, the Collège universitaire de Saint-Boniface of the University of Manitoba in Winnipeg, University of Ottawa, Laurentian University in Sudbury, Ontario and York University's Glendon College in Toronto. French Immersion schools in these cities tend to hire teachers trained at these institutions, due to the training having taken place in French.
Although the program earns support from most Canadians, largely because it promotes bilingualism, others are concerned that Anglophone students in immersion programs will not learn to read and write well in English. However, statistics show that students in French immersion tend to outperform non-immersion students in reading while their English-language capabilities are not harmed, although metaphorical understanding can prove to be difficult to them.
In 2008, an editorial in the Vancouver Sun criticized French immersion programs for having become a way for higher socioeconomic groups to obtain a publicly-funded elite track education. Since lower socioeconomic groups and children with learning and behavioral problems have lower rates of participation in French immersion, a situation has developed in which ambitious families prefer French immersion possibly more for its effective streaming than for the bilingual skills it gives to students. If research could illustrate that this streaming effect were real, French immersion programs would be going against government mandates to provide equality of opportunity in public education. Research by Willms provides evidence in support of this effect. Concerned about providing equal educational opportunities, the province of New Brunswick has eliminated French immersion in the early grades in favor of universal French education in the later grades.
French-immersion programs are offered in all ten Canadian provinces, but their popularity differs by province and region. Currently, enrollment in French immersion is highest in the Maritime Provinces and parts of Quebec and Ontario. Western Canada, which is predominantly Anglophone, is experiencing high population growth. This has resulted in increased enrollment in French immersion programs, which can be attributed in part to the immigration of Francophones from Eastern Canada as well as other parts of the world, such as Haiti and Africa.
http://en.wikipedia.org/wiki/French_Immersion
The English-language press and the "Anglophone problem" in Cameroon: Group identity, culture, and the politics of Nostalgia
This paper traces the role of the Cameroonian English-language press in creating awareness of the "Anglophone problem," and putting it on the Cameroonian and international political agenda. The analysis is carried out within the framework of the problematic situations perspective which holds that when newspapers report events, they always present the issues in terms of problems that need to be solved in order to maintain individual, political and social equilibrium and harmony. English language newspapers and radio programs made use of identity and nostalgia to present an unenviable picture of the Anglophone minority in Cameroon. The newspapers concluded that Anglo-phones were a marginalized minority whose problems could only be solved by political autonomy and less control from the French-style over-centralized bureaucracy in Yaounde.
INTRODUCTION
One of the greatest challenges of modern nation states is protection of the political rights, cultures and economic interests of minority groups within their borders. The problems of minority groups are usually aggravated in uncertain or fluid political and cultural situations in which these groups consider themselves the victims of the majority. In order to cope with their perceived unfavorable predicament, minority groups develop coping mechanisms. The first is to nurture a high sense of group identity. The next stage is to feed, as it were, this identity through the use of nostalgia; a wistful longing for lost opportunities or a desire to return to a specific political circumstance, a junction in the road where the wrong turn that led to the present untenable situation was taken by the group or others. Sometimes, this desire to reset the political clock as it were, becomes the overwhelming objective of the elite and opinion leaders of these minority groups.
The above scenario describes the situation of the English-speaking or Anglophone minority in Cameroon. The community has, through its representatives, elites and newspapers, given an indication that it considers itself a marginalized minority of second-class citizens in the country of Cameroon. Indeed, some of the more radical Anglophone political activists consider Southern Cameroons, the English-speaking region of Cameroon, to have been recolonized by the French-speaking Republique du Cameroun (Republic of Cameroon). The newspapers controlled by, or available to the minority Anglo-phone community, tend to be advocates of the interests of that community, and serve as platforms on which the political frustrations, grievances, aspirations and demands of the group are expressed. As advocates, these newspapers practically set the political agenda for their community.
The Cameroon government has always sought to control or silence these political protests, which it has viewed as voices of discontent and disgruntlement, through heavy-handed censorship and tight control of information flow and exchange. Whenever this was done, journalists from the English-language press resorted to the use of code words, double entendre and even rumor to communicate the political sentiments of the aggrieved Anglophones. As these newspapers feature the Anglophone problem prominently, members of the community and the rest of the country have come to see the problem as an important issue that must be dealt with.
The aim of this paper is to trace the role of the Cameroonian English language press in creating awareness of the "Anglophone problem," -an assemblage of issues that have political, economic, cultural and social aspectsand putting it on the Cameroonian and international political agenda during the reign of current Cameroon president, Paul Biya. The Anglophone problem will be analyzed within the framework of the problematic situations perspective. The research was guided by the following question: How has the English-language (Anglophone) press framed or presented the Anglophone problem in Cameroon during the Biya era?
THE ANGLOPHONE PROBLEM IN CAMEROON
What has come to be known as the "Anglophone" problem is an assemblage of political, cultural, economic and social grievances expressed by the English-speaking minority in the predominantly French-speaking Republic of Cameroon (formerly called the United Republic of Cameroon). The question touches on the distribution of political and economic power, the institutional structures of the society, the educational system, and the relationship between the government and the governed. These grievances are expressed in terms of discrimination, second-class citizenship and "marginalization." In the 40 years since the reunification of English-speaking Southern Cameroons and French-speaking Republique du Cameroun, the resulting over-centralized government, run mostly by the French-speaking majority, and operating under what is essentially an Africanized version of the Napoleonic code, has attempted to eliminate the British-inspired educational, legal, agricultural, and administrative institutions which the Anglophones brought to the union. This has been accompanied by a concerted attempt to assimilate the English-speakers into the French-dominated system. Indeed, just months after the reunification of the English and French-speaking parts of Cameroon, the French government sponsored a massive "French by Radio" program in the English-speaking region of Cameroon. Using prepackaged interactive French lessons broadcast from a newly equipped AM and Shortwave broadcast station, Radio Buea, a large number of French and Francophone educators and language teachers were deployed to teach spoken and written French (in that order) in the major primary schools of the English-speaking region. At the same time, three Bilingual Grammar Schools, whose officials and teachers were mostly French-speaking Cameroonians or French citizens, were created in Buea, Mamfe and Yaounde to train young people to function in the over-centralized bureaucracy in Yaounde. To this day, when speaking of English-speaking Cameroonians, many French-speaking Cameroonians use the word "Anglo" as an epithet to mean "uncouth," "backward," "uncivilized," "inconsequential," and so on.
http://findarticles.com/p/articles/mi_qa3821/is_200304/ai_n9173452/
Vanguard (Lagos)
Nigeria:Rivers Govt Initiates Programmes for French, Arts Education
Olubusuyi Adenipekun
16 April 2009
The Rivers State government has put in place programmes that will promote the study of French Language and Creative Arts in its primary and secondary schools.
While students of two secondary schools in the state are undergoing a two-week holiday training programme on French, Arts works of primary school pupils were recently exhibited in Port Harcourt as a way of encouraging them to fully develop their creative talents.
Prior to the French training programme, which is organised by the state Ministry of Education in partnership with Alliance Franciase under the Public Private arrangement, the state government had earlier donated a piece of land for the development of French Language Resource Centre.
The state Commissioner of Education, Mrs Dame Alice Nemi explained that the French training programme is intended to expose them to the study of French for the purpose of inculcating in them the rudiments of French Language in a conducive environment, equipped with adequate facilities.
Nemi disclosed that the best student in the training programme would be given an award, counselling the students to take advantage of the training to improve their knowledge of French Language.
The need for the students to take the full advantage of the programme was reiterated by the President of Alliance Franciase, Chief O.J. Akiri, stressing that since Nigeria is surrounded by French speaking, its citizens should be able to communicate in French to enable them interact with their Franchophone neighbours.
Chief Akiri, who was represented by Prof. Folorunso Ogunleke, explained that while English is classified as the language of science, French is known as the language of diplomacy, adding that Nigerians need to understand French as the world has become a global village.
He expressed satisfaction that Rivers State has more French companies than any other state in Nigeria, arguing that Rivers people must understand French language before they can property fit into any of these French companies.
On his part, the Deputy Managing Director of Total Explorations and Production Nigeria Ltd; Mr Rager Poirrier described the two-week training programme as a unique opportunity to study another language for effective communication in a fast changing world, advising the students to take the programme serious to enable them become fluent in it, given the fact that FRENCH LANGUAGE IS NOW NIGERIA'S SECOND NATIONAL LANGUAGE.
http://allafrica.com/stories/200904160039.html
In section 1 sub-section 10 the policy talks about the importance of language. It says "government appreciates the importance of language as a means of promoting social interaction and national cohesion and preserving cultures. Thus every child shall learn the language of the immediate environment.
Furthermore, in the interest of national unity it is expedient that every child shall be required to learn one of the three Nigerian languages, Hausa, Igbo and Yoruba. FOR SMOOTH INTERACTION WITH OUR NEIGHBOURS IT IS DESIRABLE FOR EVERY NIGERIAN TO SPEAK FRENCH. ACCORDINGLY, FRENCH SHALL BE THE SECOND OFFICIAL LANGUAGE IN NIGERIA AND IT SHALL BE COMPULSORY IN SCHOOLS."
http://allafrica.com/stories/200801030568.html
SOLDIERS ORDERED TO SPEAK FRENCH
The GAF is considering setting aside the first Friday of every month as a 'French Day', on which all military personnel would speak French.
THE GHANA ARMED FORCES (GAF) IS CONSIDERING SETTING ASIDE THE FIRST FRIDAY OF EVERY MONTH AS A 'FRENCH DAY', ON WHICH ALL MILITARY PERSONNEL WOULD SPEAK FRENCH, INSTEAD OF THE NORMAL ENGLISH.
Major General Peter Augustine Blay, Chief of the Defence Staff (CDS), disclosed this during the closing ceremony of the Ghana Armed Forces Annual Inter-Service Shooting competition held at Yawhima in Sunyani.
He noted that as Ghana was surrounded by French-speaking countries, it would be prudent for personnel of the GAF to take the learning and speaking of French serious.
Maj. General Blay urged personnel of the GAF to take up the challenge to learn and speak French, adding "it makes a lot of sense to be able to speak the French language for our own interest, and for an enhanced international cooperation.”
According to him, the GAF fortunately, has fully-functioning French language centres in the 2 and 5 Garrisons, which all efforts would be exerted to replicate them in the remaining garrisons, to afford facilities for the learning of the French language.
http://www.modernghana.com/print/250554/1/soldiers-ordered-to-speak-french.html
GOV'T DIRECTS OFFICIALS TO LEARN FRENCH
Last Updated: Wednesday, 10 September 2008, 8:38 GMT Previous Page
Vice president Aliu Mahama
The government has directed all government officials to compulsorily take French lessons.
Vice-President Aliu Mahama said the directive was part of the government's plans to make French a common language for as many Ghanaians as possible to enhance economic, commercial and social activities between Ghana and its neighbours.
Consequently, he asked those who were privileged to be studying the French language in schools to take the subject seriously because of the numerous advantages associated with knowing, understanding and speaking it.
Alhaji Mahama said this when the French Minister for Overseas Development and Francophone Affairs, Madam Geraldine Brigitte, paid a courtesy call on him at his office at the Castle on Monday.
The French minister was in the country to extend an invitation to the Presidency to attend the 12th summit of the International Organisation of the Francophone in Quebec, Canada, later in the year.
He recounted a number of experiences with many government officials who attend high-level meetings in Francophone countries and were unable to communicate because of their inability to speak French.
"Our French counterparts even do well to speak the English with us but those of us from the English speaking countries seldom speak any French at all and that is not the best," Alhaji Mahama said.
The Vice-President had early on exchanged some greetings in French with his guest but was unable to continue when the conversations went deep.
According to him, the President had directed all government officials to take compulsory French lessons, adding that "this is what has helped me and we are trying to ensure that the teaching of the French language becomes a major subject at all levels of the academic calendar".
He encouraged business people who traded with their counterparts in the neighbouring countries to endeavour to learn the language to enable them to transact business without stress.
Alhaji Mahama said there was a lot to benefit should Ghanaians begin to engage their neighbours in serious trading and economic activities.
He assured the French minister of the government's commitment to make the teaching and learning of French much more widespread for many more people to benefit.
Madam Brigitte for her part commended Ghana for the efforts she was putting in place to get more people to learn the French language.
In spite of this, she said, Ghana needed to attach greater interest to making the teaching and learning of French more widespread for many more people to benefit.
Madam Brigitte said France was committed to making more resources available to Ghana to enable it to create the necessary environment for people to learn the Language.
She expressed the hope that the government would be able to attend the summit to further strengthen the relationship between Ghana and the Francophone countries.
Source: Daily Graphic
World: Africa
New efforts to woo French interest in Liberia
The Liberian leader Charles Taylor has said the French language will be treated as an equal with English in future, following his visit to France to strengthen ties with Liberia.
Mr Taylor told reporters in Paris it was inevitable that French would be spoken in Liberia with the establishment of new cultural and trade links, and he confirmed he would be attending the Francophone African summit in November.
Mr Taylor met French business leaders yesterday to discuss possible joint ventures to reconstruct Liberia after its seven-year civil war.
He said he wanted to sell off state-owned companies, but needed help to restore water and power supplies, and repair roads, hospitals and the telephone system.
No definite trade agreements have been announced so far.
From the newsroom of the BBC World Service
http://news.bbc.co.uk/1/hi/world/africa/183138.stm
Equally eating into the fabric of the linguistic spectrum in Sierra Leone is French. Unlike English, French is not an official language, though it is a prestigious language taught in schools and colleges as a second language. Owing to the relatively low number of French instructors in the country, incentives such as higher salaries and better learning opportunities are offered to people in French pedagogy. Such facilities are not open to students studying indigenous languages. This situation puts indigenous languages at a disadvantage. One should not be surprised at the mass enrolment of students in French classes such as those organized by Alliance Française in Freetown.
To sum up, French and English have overwhelming advantages over indigenous languages in Sierra Leone. The two languages are more prestigious than indigenous languages. In addition, they have snatched an enviable socio-economic position from indigenous languages. In his assessment of the socio-economic impact of ex-colonial languages on indigenous languages, Adegbija (2001:285)
states:
http://www.umes.edu/cms300uploadedFiles/Microsoft%20Word%20-%20Languages%20at%20risk%20-%20A%20case%20study%20from%20Sierr%281%29.pdf
<< Another good example. The Arabization of Morocco, Mauritania, Algeria, Tunisia and Lebanon is very strong. The only official language in these countries is ARABIC. French is not yet the official language. It is only a "foreign language". Besides, English is also becoming important in these countries. So, the role of French in these countries is dubious. >>
Algeria was a part of the French colonial empire for 130 years, see; French rule in Algeria. Algeria was the home to about one million pieds-noirs which later were relocated in France. French is still the most studied foreign language, and is widely spoken. Since independence, the government has pursued a policy of linguistic Arabisation of education and bureaucracy, with some success, although many university courses continue to be taught in French. French is also commonly used in media and commerce. Algeria has the second largest French speaking population in the world[citation needed]. Most of french speakers are in fact kabyles, where arabs are less (even if many of them use a mixture of French and Arabic in daily conversation, which is not the case for kabyle speakers).
French is the native language of upper classes's kabyles, and also some arabs. It's a second language for the rest of the population.
http://en.wikipedia.org/wiki/Maghreb_French
<< Even I know that in several French African countries, like in Senegal or Guinea that a minority prefer to speak in Arabic for religious reasons: The language of muslims. This fad is obviously very dangerous for French language.
On the whole, all these countries see that English is the global language, the global fad and it is more practical to study English than French. If this fad becomes important in Senegal, Guinea, Mali, etc. French can be very weak there.
>>
But in Francophone Africa and the Maghreb countries the share of enrollment has increased the most. The outlook for 2000 showed an increase of 267% of French in school, while the population increase was 73%. In the Maghreb countries (Algeria, Morocco, Tunisia), but subject to a policy of Arabization thrust, the proportion of children enrolled in French has already exceeded 40%. In short, as French is taught in almost all States of the world, his position gives him a dimension and a truly international reach ... after English.
http://www.tlfq.ulaval.ca/axl/francophonie/francophonie.htm
We took a close look at the picture in Senegal, a former French colony considered the cultural capital of West Africa. At the time, George W. Bush was sort of courting Senegalese president Wade to try to boost US influence in a part of the world where it doesn’t have much clout. The obvious way to do that is to push English. But most people we talked to thought the plan was pretty futile. As one university professor explained, since French is the language of Senegal’s education system, SENEGALESE CAN ONLY LEARN ENGLISH IF THEY ALREADY SPEAK FRENCH.
http://www.nadeaubarlow.com/otherwritings/view/7
Kourouma's book showed that French wasn't just the language of the former oppressors, that it was also possible to use it to serve our purpose and render our African experience. HE DEMONSTRATED THAT THE LANGUAGE BELONGED TO US, TOO, AND THAT WE WERE FREE TO USE IT HOW WE WANTED IN ORDER TO COMMUNICATE OUR REALITY.
http://www.mg.co.za/article/2007-04-03-writing-africa-in-french
<< Finally, there are several countries of Eastern Europe that belong to the Francophonie for several reasons: economic aid and to strengthen the economic ties with Western Europe. Anyway, the reality is that they don't study French, but ENGLISH. >>
THE SITUATION OF THE FRENCH LANGUAGE IN EASTERN EUROPE
ALBANIA
Education 1st or 2nd foreign language, according to the curriculum of the student.
Number and percentage of students learning French:
* At the primary level: 11,340 (early French)
* At the secondary level: 115,600 (25%)
* At the university level: 12,000 (in 5 universities)
Many teachers of French as a foreign language: about 600
French presence in the country: about 30% of the population has learned French and speak more or less.
Accession of Albania to the status of associate member of the OIF
National de la Francophonie
Universities (Polytechnic and Tirana) members of the AUPELF-UREF
Municipality of Tirana, a member of the AIMF
Membership of a group of parliamentarians at the APF
Forum Francophone des Affaires
French presence in the media:
* TV5 taken by radio in a dozen cities
* IFC Films subtitled in Albanian national television
* RFI on the FM band in Tirana
* Daily Bulletin in French of the Albanian Telegraphic Agency
* All channels and French satellite
Cultural Institutions:
* 2 Alliances Françaises: Tirana and Korca
* 2 antennas: Shkoder and Elbasan
BULGARIA
1. The teaching of French in Bulgarian schools is organized as follows:
1.1 First degree general education / 8 years of primary school education college + /
1.1.1 primary-school education:
1st - 4-Year French as their first foreign language - early teaching of foreign languages - according to the school from 1993 until the 1999-2000 school year:
3 hours / week in 1st year, 2 hours / week in 2-Year and 3 hours / week in 3rd and 4th years. The teaching of French as a second foreign language beginning in the second school year.
- French as a first foreign language - teaching foreign language early - according to the school from 1994 until the 2001-2002 school year:
3 hours / week in 1st year, 4 hours / week in 2nd year and 5 hours per week in 3rd and 4th years. The teaching of a second foreign language begins at 5th grade.
For all students who are first-year school year 2002/2003 is valid on the school according to which the teaching of a first foreign language must start from the second school year and a second foreign language -- since the fifth grade.
1.1.2 college-education:
5th - 8th year - French as a first foreign language for students who continue their education in terms of early foreign language with 5 hrs / week
in 5th and 6th years and 4 hours / week in 7th and 8th grades.
5th - 8th year - French as a first foreign language for students who begin their studies in foreign language in school in 1992 with 4 hours / week, the French as a second foreign language beginning in the 9th years;
5th - 8th year - French as a second foreign language for students who study a foreign language in terms of early foreign language with 4 hours / week.
1.2 Second level of general education
1.2.1 Secondary schools - education:
1.2.1.1 schools
9th - 12th year - the first French as a foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years.
- French as a second foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years;
High Schools / Secondary Schools and Sections profile in schools with an entrance examination after the 7th school year with intensive courses in French: compulsory education
French as their first foreign language: 8 th - 12 th years
8th year with intensive courses in French - 18 hours / week + 1 hour new technologies in French; 9 th to 12 th year - 4 hours per week.
French as a second foreign language:
Schedule Required: 9 th - 12 th year - 2 hours per week;
Learning profile: 9th - 11th year - at least 3 hours / week; 12th year - at least 4 hours / week.
1.2.1.2 Lycées professionals with an entrance examination after the 7th year with intensive courses in French:
French as their first foreign language - mandatory schedule: 8th year - 13 hours per week; 9-Year - 4 hours per week; 10 th to 12 th - 3 hours / week.
French as a second foreign language - mandatory schedule: 10th and 11th - 2 hours / week.
1.2.1.3 Professional Schools and colleges with a review after 8 - grade school:
French as a first / second language - mandatory schedule: 9th and 10th grades - 2 hours / week.
The number of students who studied French in Bulgaria during the school year 2001/2002 is approximately 104 000.
1st - 4th year - 4887 students
5th - 8th school year - 45 939 students
9 th - 12 th year - 28 000 students
11 149 students studying in 54 special schools and schools with bilingual classes Franco-Bulgarian.
25 000 students studying French in professional schools, 32 have an entrance examination after the 7th grade and intensive courses in French.
The total number of French teachers in Bulgaria is 1365.
2. In Bulgaria there are 6 channels in French schools:
including one at the University of Chemical Technology and steel, one with the Technical University, another at the Academy of Medicine, a fourth at the University of Sofia. Since 1997 there is a French chain with the Higher Institute of the food industry to the city of Plovdiv and since 1999 - French branch of political science at New Bulgarian University in Sofia.
Since 1996 in Sofia was established Francophone Institute of Directors and management - a high school for French regional importance with students from Bulgaria, Romania, Moldova and Macedonia.
REPUBLIC OF GEORGIA
According to the regulations of the Ministry of Education of Georgia, foreign language teaching in secondary schools takes place in classes V-XI at a rate of 19 hours per week.
Special schools (with teaching of French, English and other languages) start learning foreign languages from the second class and, at a rate of 42 hours per week.
The Ministry of Education has developed educational programs and has published manuals for French schoolchildren and books for teachers.
In Georgia, the French are taught in 354 schools and of these 30 schools are specialized. 55,076 students study French.
Along with state schools, private schools (Collège Saint-Exupéry, Ecole Franco-Georgian Noe Jordania, College Marie Brosset) work since the 90s.
Republic of Hungary
HUNGARY
In general, French is the third foreign language (fourth) taught in Hungary, preceded by German and English.
However, the French under an approval, may be taught as a second language as young as 6 years. In this case, French retains its status as a second language in secondary education where it is normally optional fourth language.
There are a number of primary and secondary schools specialized in teaching French as a second language and some courses are taught in French.
There are also 4 lycées completely bilingual French-Hungarian.
LITHUANIA
In general, French is the second or third (with German) foreign language taught in Lithuania, preceded by English.
In some parts of Lithuania, French is taught in secondary schools and universities as a foreign language major.
MACEDONIA
For historical and cultural reasons, the Francophonie in Macedonia is quite alive and well represented.
This goes back to the 19th century when France, for Macedonia under occupation, was the land of the free and safe for the children of rich families Macedonian who went to schools to study in Paris, Strasbourg and elsewhere.
On the other hand, until the Second World War in Macedonia there were French schools and colleges which were run by nuns.
As to the immediate past, it should be noted that France played a leading role regarding the recognition of the new Macedonian state by international institutions.
According to the statistics of 1994 in primary schools, French is represented with 35% (compared with 57% going to the English, 5% - in Russian and 2% - in German).
In secondary education, as the first language, French returning 30% (English: 55% Russian: 9%; German: 6%). As a second language in secondary schools, French is represented with 42% (English: 42%; German: 8% and 8% Russian).
The number of teachers of French 314 (English: 344; Russian: 70; German: 15).
French is taught in schools mainly primary campaign.
The introduction of a compulsory second language for foreign students last year (the fourth) of the primary level, under the new curriculum should be for the benefit of the French language.
In 1997, bilingual sections have been introduced in secondary schools.
At the moment such sections exist in secondary schools in Kumanovo, Tetovo, Skopje, Prilep, Bitola and Negotino, with a total of 13 classes and 360 students.
These are sections where certain subjects are taught in English in four years. Each section has a firm linguistic features a library, a VCR, a television with satellite dish and a computer.
As for higher education, language and French literature is very present.
In French philology near the University "Saints Cyril and Methodius" in Skopje, in first grade are about 50 students.
The Council of the Faculty of literature has adopted the principles of teaching French for beginners, which should increase the number of pupils learning French.
The Ministry of Education and Science of the Republic of Macedonia, following the recommendations of the Council of Europe is determined to continue the policy - learn two foreign languages. This determination will be in favor of teaching the French language and prevent the trend of decline of French in the schools where he held the position of first language, in direct competition with English.
It should be noted that the French Cultural Center in Skopje (established in 1974) contributes to the promotion of ties between the Republic of Macedonia and France, and thus those with the Francophonie.
MOLDOVA
The Republic of Moldova is a country of Latin civilization, the only republics of the former USSR in which the official language is a language of Latin origin.
Most Moldovans are francophone.
The Moldovan government remains very committed to the French tradition and support all efforts to keep the French at the forefront of foreign languages taught in Moldova
Currently, the Republic of Moldova, French is taught by about 2,000 teachers, approximately 700,000 students - or 67% of the total number of students - in 1124 secondary schools. In these institutions known as "general culture", the French language is studied as a foreign language at the rate of 2 to 3 hours per week (from second to twelfth).
There are also specialized schools, further education in one or several subjects, including English. The schools are specialized in French to the number of 115.
In these institutions, the French language is taught from second to twelfth at 4 to 5 hours per week. In addition to elements of general linguistics, are studied in French, a number of subjects, including literature, geography, or more specific disciplines and techniques.
In higher education, State University of Moldova, Chisinau Pedagogical University, Pedagogical University in Baltimore and the Free University of Moldova international offer their courses in English and are in total in the English language, almost 750 students per year. The Technical University has been 4 years with a channel for lessons in French. It forms each year, more than 80 construction engineers, radio, clothing, electrical engineering.
Since 1998 educational institutions and libraries of Moldova have received a donation of 80,000 pounds of the Alliance Française.
Emissions of a French language schools are broadcast on national radio, 'Dis-moi tout' and television, 'The French space.
POLAND
Based on the 2005-2006 school year, to 3.3% of pupils in primary and secondary schools, French is a compulsory language, but 65.0% of students studying English, 33.6% -- German, 6.1% - Russian.
Furthermore, as additional language, 1% of pupils in primary and secondary schools study French, 14.1% - English and 10.7% - German. English, German, Russian and French are the languages most commonly taught in school, but there are schools where we study other languages such as Spanish or Italian.
In elementary school (grades 1 - 6), for 0.5% of students, French is a compulsory language, to 48.4% - English to 15.0% - German and 2, 1% - Russian. Furthermore, as additional language, 0.7% of students studying French, 24.6% - English and 7.8% - German.
In college (grades 7 - 8), for 1.5% of students, English is a compulsory language, to 73.8% - English to 27.9% - German and 2.6% -- Russian. Furthermore, as additional language, 2.5% of students studying French, 12.0% - English and 26.7% - German.
In grammar school (grades 10 - 12) where two languages are required, French as a compulsory language is studied by 13.2% of students, English - 97.4%, German - 71, 0% and Russian - 11.4%. Furthermore, as additional language, 0.3% of students studying French, English - 0.3% and German - 0.4%.
ROMANIA
In Romania, the general education extends over 8 years, it includes primary and secondary education (classes I to IV and, respectively, V-VIII).
Starting from the third grade, students can choose between several languages, namely English, French, German, Russian, Spanish, Italian and even Japanese.
The study of a second modern language begins in secondary school, in fifth. The study of the figures shows that the number of students learning foreign languages is increasing year by year, and among these, the French occupies a privileged place.
For example:
* for the academic year 1994/1995, in the 562,212 primary school pupils studying French and 250,693 pupils in English and in secondary education, 706,097 have studied French as their first language and modern 210,755 as a second language, while 296,820 students learned English as their first language and 328,923 as a second language;
*For the academic year 1995/1996, in the 593,979 primary school pupils studying French and 271,868 pupils in English and in secondary education, 698,258 have studied French as their first language and modern 214,965 as a second language, while 318,165 students learned English as their first language and 322,513 as a second language;
* For the academic year 1996/1997, in the 609,877 primary school pupils studying French and 293,589 pupils in English and in secondary education, 692,325 have studied French as their first language and modern 217,882 as a second language, while 907,780 students learned English as their first language and 991,896 as a second language.
According to Article 32 of the Constitution and the provisions of the Education Act No. 84/1995, education in Romania can also be provided in a language of international communication.
Law No. 84/1995 stipulates that the Ministry of Education to approve the organization of units and institutions for this purpose.
In these schools, language and Romanian literature, history of Romanians and Geography of Romania are taught only in Romanian.
Under these provisions, the Ministry of Education adopted a regulation on the organization and functioning of bilingual classes and intensive.
The intensive study of a language of international communication is the form of education in which the first modern language is taught in an increased number of hours of study.
This program is introduced in primary schools from the 3rd class and in the secondary from the 5th grade. The bilingual program is the form of organized education at high schools (grades IX and XII), in which education is taught in Romanian language and language of international communication for some discipline of study.
This program applies only to the teaching of the first foreign language. Now (1998-1999), in Romania there are 60 sections in schools with bilingual French students in 5199.
CZECH REPUBLIC
Language teaching is not usually in the program mandatory Czech schools. In such cases, the figure among the French languages.
There is, however, the Czech Republic in 1500 qualified teachers in learning the language.
French is the third foreign language taught in the Czech Republic, after English and German. It is taught to 6% of pupils in primary schools. In secondary schools follows the course of 14% of French students.
Czech Republic 4 schools are bilingual Franco-Czech.
In Prague there is a school system or the enseingement is provided in French, started kindergarten to secondary schools.
In some other Czech cities are also institutions that provide instruction in French, but it remains relatively rare.
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More French to be taught in Serbian schools
The Minister said that French as a first foreign language is taught in 50 primary schools and as a second language in 600 schools.
He added that 25 mentors for the French language have been trained and that this agreement confirms a good educational cooperation between France and Serbia.
Terral said that there are at least three reasons for France wanting to promote the French language in Serbia, France refuses to accept the world’s uniformity, ‘Francophonie’ and Serbia’s European perspective.
http://mithridates.blogspot.com/2009/01/more-french-to-be-taught-in-serbian.html
Between 2001 and 2006 the share of people attending ENGLISH language courses has DECREASED by 2.6%, German by 6.0% and Italian by 0.4%. On the other hand, the shares of people attending other language courses have INCREASED: FRENCH by 3.9%, Spanish by 1.7% and Russian by 1.3%.
http://www.stat.si/eng/novica_prikazi.aspx?ID=1465
<< The power of a language is the people that speak the language everyday, the mother tongue speakers. It is a tiny power for French, hardly 75 million people in all the World...
The future of French language is extremely dubious... >>
French as a mother tongue
In principle, the notion of French language applies only to those who speak in France (92%), Canada (23.2%), Belgium (41%), Switzerland (18.4% ) and the Principality of Monaco (58%). With these countries alone, there were only 75 million Francophones.
However, although a minority everywhere, we must also count the speakers of French language in various other Francophone countries located mainly in Africa and Oceania, but also present in the Caribbean and the United States. If we count the real francophone Africa (22 states), the Caribbean and United States (1.7 million), Oceania, there are approximately 110 million French speakers.
In fact, never in the history of so many French people have learned and spoken language. According to Conseil Économique et Social de Paris, the number of "French" have even reached 500 million in 2000.
http://www.tlfq.ulaval.ca/axl/francophonie/francophonie.htm
<< But the reality is that Rwanda, Madagascar, Cameroon, Canada, Seychelles, Vanuatu have English as official language. In all of them the strongest language is almost always the winner. So, French can disappear there... >>
French Immersion Classes in Canada
French immersion is offered in most Anglophone public school districts. Most early French immersion students, starting in kindergarten or Grade 1, do all their work in French, except English language arts, which usually starts in between Grades 2 and 4. Late immersion generally begins in middle school (grade 6) or in late elementary school (grade 4), although these students are not usually in the same classes as early French immersion students. Some schools do not offer French immersion until later grades. Extended French programs provide a variation on late immersion, where students take some courses in English and others in French. French immersion is also done in some private schools and preschools.
Several Canadian universities offer opportunities for students to continue to study subjects in either French or English, such as the University of Alberta Faculté Saint-Jean in Edmonton, the Université Sainte-Anne in Nova Scotia, the Collège universitaire de Saint-Boniface of the University of Manitoba in Winnipeg, University of Ottawa, Laurentian University in Sudbury, Ontario and York University's Glendon College in Toronto. French Immersion schools in these cities tend to hire teachers trained at these institutions, due to the training having taken place in French.
Although the program earns support from most Canadians, largely because it promotes bilingualism, others are concerned that Anglophone students in immersion programs will not learn to read and write well in English. However, statistics show that students in French immersion tend to outperform non-immersion students in reading while their English-language capabilities are not harmed, although metaphorical understanding can prove to be difficult to them.
In 2008, an editorial in the Vancouver Sun criticized French immersion programs for having become a way for higher socioeconomic groups to obtain a publicly-funded elite track education. Since lower socioeconomic groups and children with learning and behavioral problems have lower rates of participation in French immersion, a situation has developed in which ambitious families prefer French immersion possibly more for its effective streaming than for the bilingual skills it gives to students. If research could illustrate that this streaming effect were real, French immersion programs would be going against government mandates to provide equality of opportunity in public education. Research by Willms provides evidence in support of this effect. Concerned about providing equal educational opportunities, the province of New Brunswick has eliminated French immersion in the early grades in favor of universal French education in the later grades.
French-immersion programs are offered in all ten Canadian provinces, but their popularity differs by province and region. Currently, enrollment in French immersion is highest in the Maritime Provinces and parts of Quebec and Ontario. Western Canada, which is predominantly Anglophone, is experiencing high population growth. This has resulted in increased enrollment in French immersion programs, which can be attributed in part to the immigration of Francophones from Eastern Canada as well as other parts of the world, such as Haiti and Africa.
http://en.wikipedia.org/wiki/French_Immersion
The English-language press and the "Anglophone problem" in Cameroon: Group identity, culture, and the politics of Nostalgia
This paper traces the role of the Cameroonian English-language press in creating awareness of the "Anglophone problem," and putting it on the Cameroonian and international political agenda. The analysis is carried out within the framework of the problematic situations perspective which holds that when newspapers report events, they always present the issues in terms of problems that need to be solved in order to maintain individual, political and social equilibrium and harmony. English language newspapers and radio programs made use of identity and nostalgia to present an unenviable picture of the Anglophone minority in Cameroon. The newspapers concluded that Anglo-phones were a marginalized minority whose problems could only be solved by political autonomy and less control from the French-style over-centralized bureaucracy in Yaounde.
INTRODUCTION
One of the greatest challenges of modern nation states is protection of the political rights, cultures and economic interests of minority groups within their borders. The problems of minority groups are usually aggravated in uncertain or fluid political and cultural situations in which these groups consider themselves the victims of the majority. In order to cope with their perceived unfavorable predicament, minority groups develop coping mechanisms. The first is to nurture a high sense of group identity. The next stage is to feed, as it were, this identity through the use of nostalgia; a wistful longing for lost opportunities or a desire to return to a specific political circumstance, a junction in the road where the wrong turn that led to the present untenable situation was taken by the group or others. Sometimes, this desire to reset the political clock as it were, becomes the overwhelming objective of the elite and opinion leaders of these minority groups.
The above scenario describes the situation of the English-speaking or Anglophone minority in Cameroon. The community has, through its representatives, elites and newspapers, given an indication that it considers itself a marginalized minority of second-class citizens in the country of Cameroon. Indeed, some of the more radical Anglophone political activists consider Southern Cameroons, the English-speaking region of Cameroon, to have been recolonized by the French-speaking Republique du Cameroun (Republic of Cameroon). The newspapers controlled by, or available to the minority Anglo-phone community, tend to be advocates of the interests of that community, and serve as platforms on which the political frustrations, grievances, aspirations and demands of the group are expressed. As advocates, these newspapers practically set the political agenda for their community.
The Cameroon government has always sought to control or silence these political protests, which it has viewed as voices of discontent and disgruntlement, through heavy-handed censorship and tight control of information flow and exchange. Whenever this was done, journalists from the English-language press resorted to the use of code words, double entendre and even rumor to communicate the political sentiments of the aggrieved Anglophones. As these newspapers feature the Anglophone problem prominently, members of the community and the rest of the country have come to see the problem as an important issue that must be dealt with.
The aim of this paper is to trace the role of the Cameroonian English language press in creating awareness of the "Anglophone problem," -an assemblage of issues that have political, economic, cultural and social aspectsand putting it on the Cameroonian and international political agenda during the reign of current Cameroon president, Paul Biya. The Anglophone problem will be analyzed within the framework of the problematic situations perspective. The research was guided by the following question: How has the English-language (Anglophone) press framed or presented the Anglophone problem in Cameroon during the Biya era?
THE ANGLOPHONE PROBLEM IN CAMEROON
What has come to be known as the "Anglophone" problem is an assemblage of political, cultural, economic and social grievances expressed by the English-speaking minority in the predominantly French-speaking Republic of Cameroon (formerly called the United Republic of Cameroon). The question touches on the distribution of political and economic power, the institutional structures of the society, the educational system, and the relationship between the government and the governed. These grievances are expressed in terms of discrimination, second-class citizenship and "marginalization." In the 40 years since the reunification of English-speaking Southern Cameroons and French-speaking Republique du Cameroun, the resulting over-centralized government, run mostly by the French-speaking majority, and operating under what is essentially an Africanized version of the Napoleonic code, has attempted to eliminate the British-inspired educational, legal, agricultural, and administrative institutions which the Anglophones brought to the union. This has been accompanied by a concerted attempt to assimilate the English-speakers into the French-dominated system. Indeed, just months after the reunification of the English and French-speaking parts of Cameroon, the French government sponsored a massive "French by Radio" program in the English-speaking region of Cameroon. Using prepackaged interactive French lessons broadcast from a newly equipped AM and Shortwave broadcast station, Radio Buea, a large number of French and Francophone educators and language teachers were deployed to teach spoken and written French (in that order) in the major primary schools of the English-speaking region. At the same time, three Bilingual Grammar Schools, whose officials and teachers were mostly French-speaking Cameroonians or French citizens, were created in Buea, Mamfe and Yaounde to train young people to function in the over-centralized bureaucracy in Yaounde. To this day, when speaking of English-speaking Cameroonians, many French-speaking Cameroonians use the word "Anglo" as an epithet to mean "uncouth," "backward," "uncivilized," "inconsequential," and so on.
http://findarticles.com/p/articles/mi_qa3821/is_200304/ai_n9173452/
Vanguard (Lagos)
Nigeria:Rivers Govt Initiates Programmes for French, Arts Education
Olubusuyi Adenipekun
16 April 2009
The Rivers State government has put in place programmes that will promote the study of French Language and Creative Arts in its primary and secondary schools.
While students of two secondary schools in the state are undergoing a two-week holiday training programme on French, Arts works of primary school pupils were recently exhibited in Port Harcourt as a way of encouraging them to fully develop their creative talents.
Prior to the French training programme, which is organised by the state Ministry of Education in partnership with Alliance Franciase under the Public Private arrangement, the state government had earlier donated a piece of land for the development of French Language Resource Centre.
The state Commissioner of Education, Mrs Dame Alice Nemi explained that the French training programme is intended to expose them to the study of French for the purpose of inculcating in them the rudiments of French Language in a conducive environment, equipped with adequate facilities.
Nemi disclosed that the best student in the training programme would be given an award, counselling the students to take advantage of the training to improve their knowledge of French Language.
The need for the students to take the full advantage of the programme was reiterated by the President of Alliance Franciase, Chief O.J. Akiri, stressing that since Nigeria is surrounded by French speaking, its citizens should be able to communicate in French to enable them interact with their Franchophone neighbours.
Chief Akiri, who was represented by Prof. Folorunso Ogunleke, explained that while English is classified as the language of science, French is known as the language of diplomacy, adding that Nigerians need to understand French as the world has become a global village.
He expressed satisfaction that Rivers State has more French companies than any other state in Nigeria, arguing that Rivers people must understand French language before they can property fit into any of these French companies.
On his part, the Deputy Managing Director of Total Explorations and Production Nigeria Ltd; Mr Rager Poirrier described the two-week training programme as a unique opportunity to study another language for effective communication in a fast changing world, advising the students to take the programme serious to enable them become fluent in it, given the fact that FRENCH LANGUAGE IS NOW NIGERIA'S SECOND NATIONAL LANGUAGE.
http://allafrica.com/stories/200904160039.html
In section 1 sub-section 10 the policy talks about the importance of language. It says "government appreciates the importance of language as a means of promoting social interaction and national cohesion and preserving cultures. Thus every child shall learn the language of the immediate environment.
Furthermore, in the interest of national unity it is expedient that every child shall be required to learn one of the three Nigerian languages, Hausa, Igbo and Yoruba. FOR SMOOTH INTERACTION WITH OUR NEIGHBOURS IT IS DESIRABLE FOR EVERY NIGERIAN TO SPEAK FRENCH. ACCORDINGLY, FRENCH SHALL BE THE SECOND OFFICIAL LANGUAGE IN NIGERIA AND IT SHALL BE COMPULSORY IN SCHOOLS."
http://allafrica.com/stories/200801030568.html
SOLDIERS ORDERED TO SPEAK FRENCH
The GAF is considering setting aside the first Friday of every month as a 'French Day', on which all military personnel would speak French.
THE GHANA ARMED FORCES (GAF) IS CONSIDERING SETTING ASIDE THE FIRST FRIDAY OF EVERY MONTH AS A 'FRENCH DAY', ON WHICH ALL MILITARY PERSONNEL WOULD SPEAK FRENCH, INSTEAD OF THE NORMAL ENGLISH.
Major General Peter Augustine Blay, Chief of the Defence Staff (CDS), disclosed this during the closing ceremony of the Ghana Armed Forces Annual Inter-Service Shooting competition held at Yawhima in Sunyani.
He noted that as Ghana was surrounded by French-speaking countries, it would be prudent for personnel of the GAF to take the learning and speaking of French serious.
Maj. General Blay urged personnel of the GAF to take up the challenge to learn and speak French, adding "it makes a lot of sense to be able to speak the French language for our own interest, and for an enhanced international cooperation.”
According to him, the GAF fortunately, has fully-functioning French language centres in the 2 and 5 Garrisons, which all efforts would be exerted to replicate them in the remaining garrisons, to afford facilities for the learning of the French language.
http://www.modernghana.com/print/250554/1/soldiers-ordered-to-speak-french.html
GOV'T DIRECTS OFFICIALS TO LEARN FRENCH
Last Updated: Wednesday, 10 September 2008, 8:38 GMT Previous Page
Vice president Aliu Mahama
The government has directed all government officials to compulsorily take French lessons.
Vice-President Aliu Mahama said the directive was part of the government's plans to make French a common language for as many Ghanaians as possible to enhance economic, commercial and social activities between Ghana and its neighbours.
Consequently, he asked those who were privileged to be studying the French language in schools to take the subject seriously because of the numerous advantages associated with knowing, understanding and speaking it.
Alhaji Mahama said this when the French Minister for Overseas Development and Francophone Affairs, Madam Geraldine Brigitte, paid a courtesy call on him at his office at the Castle on Monday.
The French minister was in the country to extend an invitation to the Presidency to attend the 12th summit of the International Organisation of the Francophone in Quebec, Canada, later in the year.
He recounted a number of experiences with many government officials who attend high-level meetings in Francophone countries and were unable to communicate because of their inability to speak French.
"Our French counterparts even do well to speak the English with us but those of us from the English speaking countries seldom speak any French at all and that is not the best," Alhaji Mahama said.
The Vice-President had early on exchanged some greetings in French with his guest but was unable to continue when the conversations went deep.
According to him, the President had directed all government officials to take compulsory French lessons, adding that "this is what has helped me and we are trying to ensure that the teaching of the French language becomes a major subject at all levels of the academic calendar".
He encouraged business people who traded with their counterparts in the neighbouring countries to endeavour to learn the language to enable them to transact business without stress.
Alhaji Mahama said there was a lot to benefit should Ghanaians begin to engage their neighbours in serious trading and economic activities.
He assured the French minister of the government's commitment to make the teaching and learning of French much more widespread for many more people to benefit.
Madam Brigitte for her part commended Ghana for the efforts she was putting in place to get more people to learn the French language.
In spite of this, she said, Ghana needed to attach greater interest to making the teaching and learning of French more widespread for many more people to benefit.
Madam Brigitte said France was committed to making more resources available to Ghana to enable it to create the necessary environment for people to learn the Language.
She expressed the hope that the government would be able to attend the summit to further strengthen the relationship between Ghana and the Francophone countries.
Source: Daily Graphic
World: Africa
New efforts to woo French interest in Liberia
The Liberian leader Charles Taylor has said the French language will be treated as an equal with English in future, following his visit to France to strengthen ties with Liberia.
Mr Taylor told reporters in Paris it was inevitable that French would be spoken in Liberia with the establishment of new cultural and trade links, and he confirmed he would be attending the Francophone African summit in November.
Mr Taylor met French business leaders yesterday to discuss possible joint ventures to reconstruct Liberia after its seven-year civil war.
He said he wanted to sell off state-owned companies, but needed help to restore water and power supplies, and repair roads, hospitals and the telephone system.
No definite trade agreements have been announced so far.
From the newsroom of the BBC World Service
http://news.bbc.co.uk/1/hi/world/africa/183138.stm
Equally eating into the fabric of the linguistic spectrum in Sierra Leone is French. Unlike English, French is not an official language, though it is a prestigious language taught in schools and colleges as a second language. Owing to the relatively low number of French instructors in the country, incentives such as higher salaries and better learning opportunities are offered to people in French pedagogy. Such facilities are not open to students studying indigenous languages. This situation puts indigenous languages at a disadvantage. One should not be surprised at the mass enrolment of students in French classes such as those organized by Alliance Française in Freetown.
To sum up, French and English have overwhelming advantages over indigenous languages in Sierra Leone. The two languages are more prestigious than indigenous languages. In addition, they have snatched an enviable socio-economic position from indigenous languages. In his assessment of the socio-economic impact of ex-colonial languages on indigenous languages, Adegbija (2001:285)
states:
http://www.umes.edu/cms300uploadedFiles/Microsoft%20Word%20-%20Languages%20at%20risk%20-%20A%20case%20study%20from%20Sierr%281%29.pdf
<< Another good example. The Arabization of Morocco, Mauritania, Algeria, Tunisia and Lebanon is very strong. The only official language in these countries is ARABIC. French is not yet the official language. It is only a "foreign language". Besides, English is also becoming important in these countries. So, the role of French in these countries is dubious. >>
Algeria was a part of the French colonial empire for 130 years, see; French rule in Algeria. Algeria was the home to about one million pieds-noirs which later were relocated in France. French is still the most studied foreign language, and is widely spoken. Since independence, the government has pursued a policy of linguistic Arabisation of education and bureaucracy, with some success, although many university courses continue to be taught in French. French is also commonly used in media and commerce. Algeria has the second largest French speaking population in the world[citation needed]. Most of french speakers are in fact kabyles, where arabs are less (even if many of them use a mixture of French and Arabic in daily conversation, which is not the case for kabyle speakers).
French is the native language of upper classes's kabyles, and also some arabs. It's a second language for the rest of the population.
http://en.wikipedia.org/wiki/Maghreb_French
<< Even I know that in several French African countries, like in Senegal or Guinea that a minority prefer to speak in Arabic for religious reasons: The language of muslims. This fad is obviously very dangerous for French language.
On the whole, all these countries see that English is the global language, the global fad and it is more practical to study English than French. If this fad becomes important in Senegal, Guinea, Mali, etc. French can be very weak there.
>>
But in Francophone Africa and the Maghreb countries the share of enrollment has increased the most. The outlook for 2000 showed an increase of 267% of French in school, while the population increase was 73%. In the Maghreb countries (Algeria, Morocco, Tunisia), but subject to a policy of Arabization thrust, the proportion of children enrolled in French has already exceeded 40%. In short, as French is taught in almost all States of the world, his position gives him a dimension and a truly international reach ... after English.
http://www.tlfq.ulaval.ca/axl/francophonie/francophonie.htm
We took a close look at the picture in Senegal, a former French colony considered the cultural capital of West Africa. At the time, George W. Bush was sort of courting Senegalese president Wade to try to boost US influence in a part of the world where it doesn’t have much clout. The obvious way to do that is to push English. But most people we talked to thought the plan was pretty futile. As one university professor explained, since French is the language of Senegal’s education system, SENEGALESE CAN ONLY LEARN ENGLISH IF THEY ALREADY SPEAK FRENCH.
http://www.nadeaubarlow.com/otherwritings/view/7
Kourouma's book showed that French wasn't just the language of the former oppressors, that it was also possible to use it to serve our purpose and render our African experience. HE DEMONSTRATED THAT THE LANGUAGE BELONGED TO US, TOO, AND THAT WE WERE FREE TO USE IT HOW WE WANTED IN ORDER TO COMMUNICATE OUR REALITY.
http://www.mg.co.za/article/2007-04-03-writing-africa-in-french
<< Finally, there are several countries of Eastern Europe that belong to the Francophonie for several reasons: economic aid and to strengthen the economic ties with Western Europe. Anyway, the reality is that they don't study French, but ENGLISH. >>
THE SITUATION OF THE FRENCH LANGUAGE IN EASTERN EUROPE
ALBANIA
Education 1st or 2nd foreign language, according to the curriculum of the student.
Number and percentage of students learning French:
* At the primary level: 11,340 (early French)
* At the secondary level: 115,600 (25%)
* At the university level: 12,000 (in 5 universities)
Many teachers of French as a foreign language: about 600
French presence in the country: about 30% of the population has learned French and speak more or less.
Accession of Albania to the status of associate member of the OIF
National de la Francophonie
Universities (Polytechnic and Tirana) members of the AUPELF-UREF
Municipality of Tirana, a member of the AIMF
Membership of a group of parliamentarians at the APF
Forum Francophone des Affaires
French presence in the media:
* TV5 taken by radio in a dozen cities
* IFC Films subtitled in Albanian national television
* RFI on the FM band in Tirana
* Daily Bulletin in French of the Albanian Telegraphic Agency
* All channels and French satellite
Cultural Institutions:
* 2 Alliances Françaises: Tirana and Korca
* 2 antennas: Shkoder and Elbasan
BULGARIA
1. The teaching of French in Bulgarian schools is organized as follows:
1.1 First degree general education / 8 years of primary school education college + /
1.1.1 primary-school education:
1st - 4-Year French as their first foreign language - early teaching of foreign languages - according to the school from 1993 until the 1999-2000 school year:
3 hours / week in 1st year, 2 hours / week in 2-Year and 3 hours / week in 3rd and 4th years. The teaching of French as a second foreign language beginning in the second school year.
- French as a first foreign language - teaching foreign language early - according to the school from 1994 until the 2001-2002 school year:
3 hours / week in 1st year, 4 hours / week in 2nd year and 5 hours per week in 3rd and 4th years. The teaching of a second foreign language begins at 5th grade.
For all students who are first-year school year 2002/2003 is valid on the school according to which the teaching of a first foreign language must start from the second school year and a second foreign language -- since the fifth grade.
1.1.2 college-education:
5th - 8th year - French as a first foreign language for students who continue their education in terms of early foreign language with 5 hrs / week
in 5th and 6th years and 4 hours / week in 7th and 8th grades.
5th - 8th year - French as a first foreign language for students who begin their studies in foreign language in school in 1992 with 4 hours / week, the French as a second foreign language beginning in the 9th years;
5th - 8th year - French as a second foreign language for students who study a foreign language in terms of early foreign language with 4 hours / week.
1.2 Second level of general education
1.2.1 Secondary schools - education:
1.2.1.1 schools
9th - 12th year - the first French as a foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years.
- French as a second foreign language - 2 hours per week until the 10 th and an option for additional hours required in 11th and 12th years;
High Schools / Secondary Schools and Sections profile in schools with an entrance examination after the 7th school year with intensive courses in French: compulsory education
French as their first foreign language: 8 th - 12 th years
8th year with intensive courses in French - 18 hours / week + 1 hour new technologies in French; 9 th to 12 th year - 4 hours per week.
French as a second foreign language:
Schedule Required: 9 th - 12 th year - 2 hours per week;
Learning profile: 9th - 11th year - at least 3 hours / week; 12th year - at least 4 hours / week.
1.2.1.2 Lycées professionals with an entrance examination after the 7th year with intensive courses in French:
French as their first foreign language - mandatory schedule: 8th year - 13 hours per week; 9-Year - 4 hours per week; 10 th to 12 th - 3 hours / week.
French as a second foreign language - mandatory schedule: 10th and 11th - 2 hours / week.
1.2.1.3 Professional Schools and colleges with a review after 8 - grade school:
French as a first / second language - mandatory schedule: 9th and 10th grades - 2 hours / week.
The number of students who studied French in Bulgaria during the school year 2001/2002 is approximately 104 000.
1st - 4th year - 4887 students
5th - 8th school year - 45 939 students
9 th - 12 th year - 28 000 students
11 149 students studying in 54 special schools and schools with bilingual classes Franco-Bulgarian.
25 000 students studying French in professional schools, 32 have an entrance examination after the 7th grade and intensive courses in French.
The total number of French teachers in Bulgaria is 1365.
2. In Bulgaria there are 6 channels in French schools:
including one at the University of Chemical Technology and steel, one with the Technical University, another at the Academy of Medicine, a fourth at the University of Sofia. Since 1997 there is a French chain with the Higher Institute of the food industry to the city of Plovdiv and since 1999 - French branch of political science at New Bulgarian University in Sofia.
Since 1996 in Sofia was established Francophone Institute of Directors and management - a high school for French regional importance with students from Bulgaria, Romania, Moldova and Macedonia.
REPUBLIC OF GEORGIA
According to the regulations of the Ministry of Education of Georgia, foreign language teaching in secondary schools takes place in classes V-XI at a rate of 19 hours per week.
Special schools (with teaching of French, English and other languages) start learning foreign languages from the second class and, at a rate of 42 hours per week.
The Ministry of Education has developed educational programs and has published manuals for French schoolchildren and books for teachers.
In Georgia, the French are taught in 354 schools and of these 30 schools are specialized. 55,076 students study French.
Along with state schools, private schools (Collège Saint-Exupéry, Ecole Franco-Georgian Noe Jordania, College Marie Brosset) work since the 90s.
Republic of Hungary
HUNGARY
In general, French is the third foreign language (fourth) taught in Hungary, preceded by German and English.
However, the French under an approval, may be taught as a second language as young as 6 years. In this case, French retains its status as a second language in secondary education where it is normally optional fourth language.
There are a number of primary and secondary schools specialized in teaching French as a second language and some courses are taught in French.
There are also 4 lycées completely bilingual French-Hungarian.
LITHUANIA
In general, French is the second or third (with German) foreign language taught in Lithuania, preceded by English.
In some parts of Lithuania, French is taught in secondary schools and universities as a foreign language major.
MACEDONIA
For historical and cultural reasons, the Francophonie in Macedonia is quite alive and well represented.
This goes back to the 19th century when France, for Macedonia under occupation, was the land of the free and safe for the children of rich families Macedonian who went to schools to study in Paris, Strasbourg and elsewhere.
On the other hand, until the Second World War in Macedonia there were French schools and colleges which were run by nuns.
As to the immediate past, it should be noted that France played a leading role regarding the recognition of the new Macedonian state by international institutions.
According to the statistics of 1994 in primary schools, French is represented with 35% (compared with 57% going to the English, 5% - in Russian and 2% - in German).
In secondary education, as the first language, French returning 30% (English: 55% Russian: 9%; German: 6%). As a second language in secondary schools, French is represented with 42% (English: 42%; German: 8% and 8% Russian).
The number of teachers of French 314 (English: 344; Russian: 70; German: 15).
French is taught in schools mainly primary campaign.
The introduction of a compulsory second language for foreign students last year (the fourth) of the primary level, under the new curriculum should be for the benefit of the French language.
In 1997, bilingual sections have been introduced in secondary schools.
At the moment such sections exist in secondary schools in Kumanovo, Tetovo, Skopje, Prilep, Bitola and Negotino, with a total of 13 classes and 360 students.
These are sections where certain subjects are taught in English in four years. Each section has a firm linguistic features a library, a VCR, a television with satellite dish and a computer.
As for higher education, language and French literature is very present.
In French philology near the University "Saints Cyril and Methodius" in Skopje, in first grade are about 50 students.
The Council of the Faculty of literature has adopted the principles of teaching French for beginners, which should increase the number of pupils learning French.
The Ministry of Education and Science of the Republic of Macedonia, following the recommendations of the Council of Europe is determined to continue the policy - learn two foreign languages. This determination will be in favor of teaching the French language and prevent the trend of decline of French in the schools where he held the position of first language, in direct competition with English.
It should be noted that the French Cultural Center in Skopje (established in 1974) contributes to the promotion of ties between the Republic of Macedonia and France, and thus those with the Francophonie.
MOLDOVA
The Republic of Moldova is a country of Latin civilization, the only republics of the former USSR in which the official language is a language of Latin origin.
Most Moldovans are francophone.
The Moldovan government remains very committed to the French tradition and support all efforts to keep the French at the forefront of foreign languages taught in Moldova
Currently, the Republic of Moldova, French is taught by about 2,000 teachers, approximately 700,000 students - or 67% of the total number of students - in 1124 secondary schools. In these institutions known as "general culture", the French language is studied as a foreign language at the rate of 2 to 3 hours per week (from second to twelfth).
There are also specialized schools, further education in one or several subjects, including English. The schools are specialized in French to the number of 115.
In these institutions, the French language is taught from second to twelfth at 4 to 5 hours per week. In addition to elements of general linguistics, are studied in French, a number of subjects, including literature, geography, or more specific disciplines and techniques.
In higher education, State University of Moldova, Chisinau Pedagogical University, Pedagogical University in Baltimore and the Free University of Moldova international offer their courses in English and are in total in the English language, almost 750 students per year. The Technical University has been 4 years with a channel for lessons in French. It forms each year, more than 80 construction engineers, radio, clothing, electrical engineering.
Since 1998 educational institutions and libraries of Moldova have received a donation of 80,000 pounds of the Alliance Française.
Emissions of a French language schools are broadcast on national radio, 'Dis-moi tout' and television, 'The French space.
POLAND
Based on the 2005-2006 school year, to 3.3% of pupils in primary and secondary schools, French is a compulsory language, but 65.0% of students studying English, 33.6% -- German, 6.1% - Russian.
Furthermore, as additional language, 1% of pupils in primary and secondary schools study French, 14.1% - English and 10.7% - German. English, German, Russian and French are the languages most commonly taught in school, but there are schools where we study other languages such as Spanish or Italian.
In elementary school (grades 1 - 6), for 0.5% of students, French is a compulsory language, to 48.4% - English to 15.0% - German and 2, 1% - Russian. Furthermore, as additional language, 0.7% of students studying French, 24.6% - English and 7.8% - German.
In college (grades 7 - 8), for 1.5% of students, English is a compulsory language, to 73.8% - English to 27.9% - German and 2.6% -- Russian. Furthermore, as additional language, 2.5% of students studying French, 12.0% - English and 26.7% - German.
In grammar school (grades 10 - 12) where two languages are required, French as a compulsory language is studied by 13.2% of students, English - 97.4%, German - 71, 0% and Russian - 11.4%. Furthermore, as additional language, 0.3% of students studying French, English - 0.3% and German - 0.4%.
ROMANIA
In Romania, the general education extends over 8 years, it includes primary and secondary education (classes I to IV and, respectively, V-VIII).
Starting from the third grade, students can choose between several languages, namely English, French, German, Russian, Spanish, Italian and even Japanese.
The study of a second modern language begins in secondary school, in fifth. The study of the figures shows that the number of students learning foreign languages is increasing year by year, and among these, the French occupies a privileged place.
For example:
* for the academic year 1994/1995, in the 562,212 primary school pupils studying French and 250,693 pupils in English and in secondary education, 706,097 have studied French as their first language and modern 210,755 as a second language, while 296,820 students learned English as their first language and 328,923 as a second language;
*For the academic year 1995/1996, in the 593,979 primary school pupils studying French and 271,868 pupils in English and in secondary education, 698,258 have studied French as their first language and modern 214,965 as a second language, while 318,165 students learned English as their first language and 322,513 as a second language;
* For the academic year 1996/1997, in the 609,877 primary school pupils studying French and 293,589 pupils in English and in secondary education, 692,325 have studied French as their first language and modern 217,882 as a second language, while 907,780 students learned English as their first language and 991,896 as a second language.
According to Article 32 of the Constitution and the provisions of the Education Act No. 84/1995, education in Romania can also be provided in a language of international communication.
Law No. 84/1995 stipulates that the Ministry of Education to approve the organization of units and institutions for this purpose.
In these schools, language and Romanian literature, history of Romanians and Geography of Romania are taught only in Romanian.
Under these provisions, the Ministry of Education adopted a regulation on the organization and functioning of bilingual classes and intensive.
The intensive study of a language of international communication is the form of education in which the first modern language is taught in an increased number of hours of study.
This program is introduced in primary schools from the 3rd class and in the secondary from the 5th grade. The bilingual program is the form of organized education at high schools (grades IX and XII), in which education is taught in Romanian language and language of international communication for some discipline of study.
This program applies only to the teaching of the first foreign language. Now (1998-1999), in Romania there are 60 sections in schools with bilingual French students in 5199.
CZECH REPUBLIC
Language teaching is not usually in the program mandatory Czech schools. In such cases, the figure among the French languages.
There is, however, the Czech Republic in 1500 qualified teachers in learning the language.
French is the third foreign language taught in the Czech Republic, after English and German. It is taught to 6% of pupils in primary schools. In secondary schools follows the course of 14% of French students.
Czech Republic 4 schools are bilingual Franco-Czech.
In Prague there is a school system or the enseingement is provided in French, started kindergarten to secondary schools.
In some other Czech cities are also institutions that provide instruction in French, but it remains relatively rare.
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More French to be taught in Serbian schools
The Minister said that French as a first foreign language is taught in 50 primary schools and as a second language in 600 schools.
He added that 25 mentors for the French language have been trained and that this agreement confirms a good educational cooperation between France and Serbia.
Terral said that there are at least three reasons for France wanting to promote the French language in Serbia, France refuses to accept the world’s uniformity, ‘Francophonie’ and Serbia’s European perspective.
http://mithridates.blogspot.com/2009/01/more-french-to-be-taught-in-serbian.html
Between 2001 and 2006 the share of people attending ENGLISH language courses has DECREASED by 2.6%, German by 6.0% and Italian by 0.4%. On the other hand, the shares of people attending other language courses have INCREASED: FRENCH by 3.9%, Spanish by 1.7% and Russian by 1.3%.
http://www.stat.si/eng/novica_prikazi.aspx?ID=1465
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French as a mother tongue
In principle, the notion of French language applies only to those who speak in France (92%), Canada (23.2%), Belgium (41%), Switzerland (18.4% ) and the Principality of Monaco (58%). With these countries alone, there were only 75 million Francophones.
However, although a minority everywhere, we must also count the speakers of French language in various other Francophone countries located mainly in Africa and Oceania, but also present in the Caribbean and the United States. If we count the real francophone Africa (22 states), the Caribbean and United States (1.7 million), Oceania, there are approximately 110 million French speakers.
In fact, never in the history of so many French people have learned and spoken language. According to Conseil Économique et Social de Paris, the number of "French" have even reached 500 million in 2000.
http://www.tlfq.ulaval.ca/axl/francophonie/francophonie.htm