Language stigmatization: The case of Cameroonian Pidgin English

Abstract

This dissertation carries out a survey of the circumstances surrounding the acquisition of English as a second language in the background of users of a minority language. Cognizant of the global concern of the implications of language in education, while focusing on Cameroonian Pidgin English (CPE), the study will go further to examine the cases of some Caribbean Creoles, United States Ebonics, and Singlish (Singapore Colloquial English), which despite their geographical diversity share parallel linguistic and socio-academic setbacks brought about by language stigmatization. Attention is drawn to the short-comings of the Cameroonian European languages-only policy in education which hand in hand with negative societal attitudes towards the learnersa?? primary language(s) have imposed untold hardship on second language learning. Emphasis is thus placed on the relevance of appreciating and incorporating these stigmatized linguistic forms in education, specifically as an aid to the acquisition of standard English and the enhancement of learning in general.