Linguistic Coexistence and Hegemony Resistance by Secondary School Teachers in the Anglophone Regions of Cameroon

Abstract

This quantitative study set out to investigate resistance to linguistic hegemony (domination) of French over English and hegemony of French and English over national languages in Cameroon. Using a well-structured questionnaire, the survey investigated 100 secondary school teachers (both Anglophone and Francophone) purposively sampled from the Buea and Bamenda the headquarters of the Southwest and Northwest regions of Cameroon. The generated data were analysed using IBM SPSS 20.0 for the descriptive frequency analysis presented in tables and figures in the results section. Through the lens of linguistic imperialism theory, the study examined two levels of linguistic domination that demonstrate a significant language policy crisis in the country. Findings reveal that French hegemony is caused by its majority status and its imposition on Anglophones as a colonial language, while Cameroonian national languages are marginalised because of minority status and lack of institutional development. Findings equally show that linguistic hegemony is resisted through the media, literature and education. To achieve linguistic equality, the study recommends that all information of general interest in the country be documented in English and French. It equally recommends that citizens be guaranteed the freedom to use their preferred language(s) in official settings and that each language be made official in its respective territorial space. The study advocates for the development and standardisation of national languages, such that they can enjoy the same prestige as the foreign official languages. All these require strong commitment from the government and relentless efforts from policy makers.