An Approach for Teaching of National Languages and Cultures through ICT in Cameroon

This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon. Keywords-Local Languages; Culture; ICT; Learning Platform; TICELaCuN; Management Tools.


A. State of the problem
One can easily remark at this era of globalization and ICT that roughly 80% of Internet network contents are made in English language. This domination does favorise neither cultural diversity, nor local languages representation. One can therefore legitimately question the pertinence of this quasi mono cultural tool [1] [2] [3] when we consider that linguistic and cultural diversities represent one of the eleven fundamental principles geared towards edification of information society as prescribed by world summit on information society (SMSI/wsis). Thus, for the populations to have access to universal information, putting the contents in local languages becomes worth noting. This therefore perfectly justifies the interest of this project and the need of mobilization of researchers in the domain of science and technology to serve the essential purpose of Internet access in multilinguistic and multicultural contexts [1] [3] [4]. To achieve it, populations should first of all master their local languages and cultures, then after, couple them with communication tools thanks to ICT, in the way of going beyond speeches to solve this problem of mono cultural information model.

B. Motivation for the project
Introducing national languages and cultures in the school curricula and advantages that modernization of these languages gives are worth in psychological, pedagogic and social levels as it will be shown in the follow lines.

At Psychologically Level:
-From childhood, intellectual awareness and development rely on language and logical activities. This awareness and development that guide our thought portray our languages and cultures. They constitute the base for the construction of our own way of seen the world, paradigms and models of perception of ourselves and the universe. -Individual performances and productivities are not only based on simple technical, financial or organizational mechanisms, but they also deeply depend on psychological inputs, on what is called a "personal equation" on people who conceive and realize projects. This equation is gradually elaborated with the mastery of our languages and cultures. -Mastering our languages will enable to avoid linguistic and cultural uprooting of the youth. It will also make them to be proud of cultural heritage, to have a mutual respect through the understanding of their join heritage. This togetherness inevitably accelerates national and African integration. -Promote nationals languages world wide At Pedagogical Level: -Teaching in our national languages will facilitate learning process and general dissemination of scientific knowledge (even in other languages). It will stimulate a high sense of initiative and creativity of the target population. -Our languages play an irreplaceable role in dissemination of scientific and technologic knowledge. -Teaching in national languages is not a rejection of the importance of other foreign languages used for a great dissemination of scientific discoveries at the era of globalization; instead, it will facilitate their learning capacities. -Appearing as a mirror, the face and the soul of a people and its culture or as its mark of existence, a language when taught will enrich and over all world cultural diversity.
2 | P a g e www.ijacsa.thesai.org -Using ICT will enable to make available dynamic soft modern tools useful in the learning and acquisition process.

At Social Level:
Teaching in national languages will help to: -Avoid social and cultural uprooting of the target population in order to accelerate national and African integration; -Possess dynamic soft modern tools useful to avoid the rapid erosion of our linguistic and cultural heritage; -Initiate and develop a cooperative programme opened to the public. This programme should be focused on the analysis of cultural data ; -Make Cameroon and African languages and cultures contribute to globalization

C. Objectives:
Our global objective is to promote linguistic and cultural diversity, to disseminate scientific discoveries and knowledge not only in official languages (French and English), but also in local languages. This combination will reinforce the general capacity of the target population.
This project is at the center of various national, sectorial, ministerial or thematic strategies of our country. The didactic dimension of it will lead to contribute to the consolidation of education as the fundamental mission of the country. In other words, it will greatly contribute to the reinforcement of the promotion of equality of chances to Cameroonian citizens with the use of new forms of teaching based on ICT. The operational phase of the display of this project will consist of introducing teaching local languages and cultures in official school curricula with the use of numerical, multimedia and interactive tools as means to teach languages, cultures, science and technology. This project is geared towards a population made up of pupils, students, teachers, men in charge of promotion of cultures, linguists, researchers and neo-illiterates, to name a few.
Applying ICT in language teaching opens new ways to experimentation, to search new methods and tools that can favor learners' acquisition of language and intercultural skills.
When elaborating this project, we take into consideration a number of models focused on the nature of the partnership between schools, universities, civil society and the government. This models support the policy of innovation in education [5]. Matoussi corroborates by showing that in any didactic approach, a wrong choice of hypermedia teaching document to be used can impede the construction of learners' knowledge. In the same vein, Mattioli [7] presents a solution that can help learners from the University of Liège to follow a comprehensive distant training in foreign languages. This solution consists of making available to learners lectures prepared by lecturers and put in an e-learning platform. In the framework Leon-Grenoble tele-collaboration project, Tomé [8] gives priority to strategies and pedagogy practices leading to comprehension and oral productions, with the use of task and Web tools for learners' oral productions. A survey of needs, advantages and constraints (cf [19] of integration of ICT high schools teachers training colleges is presented considering national environment and context.
In this work, the techniques that we propose are applied gradually on concrete examples in order to put into evidence their operationalization.
This article tackles applied research and is divided into six sections.
In section I, we introduce the work; Section II discusses the context, section III describes the methodology; section IV presents the results; section V focuses on openings and extensions while section VI concludes.
Note: this article follows the development of experimental works on ICTE and new forms of teaching whose previous results are described in [9], [10], [11] [12] [13].

II. CONTEXT
From a survey on its context, it appears that is of great interest, be it at international, Cameroonian or Regional levels. An important number of legal texts have been issued to protect and promote our languages and cultures.

A. International context • At world level
Texts and recommendations have been made at world level to portray the general determination to achieve the previously stated objective, some of them are:

• At African level:
The recommendations on teaching mother languages taken in 1961 during the first African conference on education held in Addis Abebas (Ethiopia).

B. National context
The national context is also very rich. Many texts signed definitely open the ways to the promotion of locale languages and their introduction in various training modules of the youth. Many teams of actors and researchers are now mobilized to put into practice these new directives. It is worth noting the contribution of a number of partners to codify and standardize our languages in order to make them be used adequately in teaching and literacy programmes. They are: SIL (Société International de Linguistique), CABTAL (Cameroon Association for Bible Translation and Literacy), ANACLAC (Association Nationale des Comités de Langues Camerounaises), language committees, Universities.

C. Regional Context
« Bamilékés » and « Bamoun » cultures are classified among the most original ones in Cameroon and Africa. About six languages committees are active in this vicinity. They are: A number of languages in our country are not more only spoken nut already written since a century for some. To illustrate it, we can point out that « Fe'efe'e » is written since 1928, that is already for 80 years. Many scientific works have been carried on in our languages and didactic materials have been produced to teach both in primary and secondary schools are available for « Fe'efe'e », « Ghomala » and « M∂dumba » languages. Some of them are effectively taught in some secondary schools since 1966. Many teachers have been trained both in their language and on efficient pedagogic methods. They could be more efficient if they master how to use ICT to avoid the destruction of their linguistic and cultural heritage.

A. Process
Sensitization is worth in our process of implementation this philosophy. This sensitization is very important before starting the training phase of the target population on the interest of ICT in the acquisition and transmission of knowledge through the mastery of local languages and cultures.
We are going to give priority to technical, ergonomic and pedagogic aspects, to hypermedia documents (on line and/or off line) in training teachers. This should be based on learning in situation or in case study. It will lead young teachers to experience these pedagogies in situ using ICT in a transversal project during the training sessions. This will be done via a training platform which provides a great chance of manipulation in managing the time allotted for training. By diversifying the modes of presentation of information, hyper Medias offer much for documentary research. However, their usage can have side effects if it does not respect the previously stated pedagogic and didactic strategies [6].
We have started a number of specific projects first of all by gathering the pluri-disciplinary researchers needed into groups. Our best wish is that the various results we arrived at should immediately be tested and got down to work gradually on the platform developed for the purpose. We can name a few: -Specific keyboards for phones computers, TV panel controllers in national languages. [18] -Text editors in local languages with a use of orthographic correctors -Generation of special characters (in local languages) non UNICODE and development of pilots such as Linux, Windows for control (virtual keyboard) and display of characters on a screen when editing -Translators (orthography, grammar, phonology) and numerical dictionaries in local languages -Modules for vocal recognition (to teach and learn pronunciation) www.ijacsa.thesai.org -Didactic workshops on vocal recognition With the various research programmes that go with this project, all the modules realized, specially the training platform, are updated in a dynamic way to integrate the results obtained or acquired from people initiated on.
It is form his reason that a team is now working at integrating m-learning techniques in the platform [4], other team is working on other aspects.

B. Operational Components of the Project
A survey has proved that this project scrupulously respects a well defined logic. Table 1 indicates the various components of this project, the results expected and its measurement indicators while table 2 presents its physical display programme scheduled for five years.

C. Actors of the System
This system is made up of five different groups of actors. Figure 1 illustrates the role play of each category of actors in Cameroon context. It has already been hinted in [1].
Operationally, teachers and learners should work in a multimedia room equipped with computers connected to an Internet or a local network. These computers should be equipped with tools such as audio recorders, numerical photo device, video, microphones and earphones.

D. Technologies used and global architecture
We have based our research on a set of techniques and tools offered by New technologies and already discussed by many researchers in "E-learning" and "Web Services" domains [13] [14] [15] [3] [11]. We are going to put into action a set of applications integrated in our TICELaCuN platform. The online teachinglearning environment combines the two categories of tools usually found in ICT: asynchronous and synchronous tools.
In the following lines, we present the main technical components of our architecture with some guarantees it gives: • Web access to available information such as lectures backups, directed work forms, Labs, charts, video • Access to an important space of collaboration, share of ideas, classical communication integrated in our "numerical campus" • A shared working platform; announcement space, classical or instantaneous messaging Our strategy is basically focused on implementation and display of application thanks to free softwares such as: -A secured Linux server (level of access, fireWall, Backup) -Development and Communication tools such as Apache-MySQL-PHP, LDAP-SMB, WebMail-IMAP-SMTP -Resources stocked on the platform based on Claroline kernel with its code deeply reviewed to adapt it to our need. These adjustments include evaluation modules, multiple connection control on the platform, chat, harmonization of authentication from LDAP (Lightweight Directory Access Protocol) in charge of centralization of resources input, the inter-operability and portability of the system. The platform of resources hosts various backups at various formats.
-A FilesServer that safely secures the stocking of directory of tutors and learners Figure 2 presents the client-server architecture. It is of the « multi-tiers » type inspired from [11] [16]. The first layer is the interface, the second is the applicative layer and the third is the data stocking layer.
Our platform based on a basic technical kernel is dynamic. The description of this article geared towards computer science will not be taken in details; readers can report to [17] [11]. The TICELaCuN system is made up of a set of subsystems presented as follow: -The « Distant Learning System »: it offers a resources library to the learners registered such as multimedia backups, exercises and other didactic tools. -The global system users can use one account to log to every service offered by TICELaCuN. This is possible thanks to Universal LDAP directory.
Evidently, the access and communications between various modules and services make use of software buses.  Actually, a platform is been experienced and will permit to: -create an online dictionary to learn a given language -create an automatic translator of words in French and any chosen language This project will enable to consolidate or to contribute to a better value of the requisites and predispositions in local languages to the development of technology.

B. Exploitation of results
This project of national scale will offer a framework for exchanges and free cooperation between specialists in local languages, sociologists, linguists, men in charge of cultures, researchers. It will permit to extend training to a larger number of people. It also stands as a solution to the lack of teachers in schools. Moreover, a lecturer could give his lectures independently to his/her geographical position.
The technology put in place will ease the updating of lectures' contents with a wider range of openings to exploitation.
We shall gradually sensitize the possible distant population via media and leaflets on the need to initiate days of national languages in schools and universities.
The project is backed by a dynamic web site for numerical archiving and preservation of national linguistic and cultural heritage. The contributions from the population are collected through the dynamic web site. Those of experts and correspondents pass through the platform displayed after seminar to train trainers.
The first modules of the platform are been experienced. Some extracts of them can be illustrated in [17] as presented afterwards. In figure 3, we have the page of translation from French to « ghomálá » (a local language spoken in the West Region of Cameroon) and figure 4 presents a page of learning the alphabet of the same language. Table 3 presents the expected outputs and products of the first phase of the project. They are quantified in relation to the target population (men, women, young people and others) and their quantity.

C. Projections : Display in schools
The projections planned for the progressive putting in place of the project in Cameroon in Regional Cameroon are presented in figure 5.
From the following chart, it is clearly seen that to cover the entire nation, it needs about five years. The majority of students in high schools and colleges registered in the platform are particularly motivated by their usage of new forms of teaching. They find these forms passionate thanks to the availability of operational pedagogic tools (teacher's guiding textbooks, Labs, individual training exercises, exams) and improvement of contents constantly updated.
Thus, we have succeeded a betting of mobilization of researchers (Doctorates and Masters) for the development of various applications.
We have presented the operational and technical components of the project, the carry on demonstrations [11] [12] [13] during which many opportunities were offered. Hence, from this project, the reflexion can be extended by researchers to: -A profound survey of the influence of a language on development of science and technology; -A thorough exploration of Internet and let its usage serve the development and interests of users while insuring the promotion of linguistic and cultural diversity; -Analysis of the contribution of Internet to the reduction of gap between rich and poor countries, notably the numeral dissemination of technology and scientific information in local languages; -Analysis of conditions of economical efficiency and productivity of a multilingual Internet; -Study how to make Internet affordable to all; how to overcome problems of equipments and make Internet affordable to people more or less literate; -Development of new solutions and possibilities to create interfaces to give access to Internet to people who do not know how to use at least one of the major languages used in numerical network.
At a typical technical level, when we consider the technologies used or planned, the project opens new perspectives, with the possibilities of generalization of the usage of ICT through the development of supplementary management tools in other domains such as health, agriculture, virtual library, academics, etc.

VI. CONCLUSION
A language is the mirror, the face, the soul of the people and its culture, its mark of the existence. From our experiences, language teachers (as from their testimony) have a real framework required to efficiently train the learners by adapting their lectures to the needs and interests of learners in the country.
Though computers play a prominent role in on line teaching and learning process, the role of teachers cannot be minimized. We do not neglect the worries in [7]. They sustain the fear of computers and support the idea that computers dehumanize at consequently it discourages some people. But the general tendency of actors and target populations is a progressive motivation, thanks to positive contributions of the new forms of teaching-learning methods which make the learning process easy and exchanges as well as diversity among individuals.
This project offers important opportunities to the country, when considering its outcome as: -Promotion of the development at social, human, economic and technological levels; -Development through ICT and new forms of learning and teaching methods; -Development of our capacities necessary to ease our integration on the global village while reducing the gaps between the rich and poor countries.
An actual asset on this project concerns free softwares. They provide: -A better independence (technical, financial aspects, … -More ease in the display -More possibilities to update (GPL) the tools used -More facilities of maintenance The project will permit to overcome a number of challenges in future. It will provide a sustainable development with our languages and cultures through ICT.
ACKNOWLEDGMENT www.ijacsa.thesai.org This project has been conceived thanks to the expertise and support, be it direct or indirect of a number of partners and contribution of many structures already associated or to be associated to the project, notably: