Patterns of Code-switching in Multilingual Anglophone Cameroon Pop Music

Though contemporary Anglophone Cameroonian pop music songs are American-oriented with rhythmic characteristics of R&B, Rap and hip hop, they essentially display multiculturalism through code-switching, qualifying them as purely Cameroonian lyrics. This paper seeks to describe the patterns of combination of codes during code-switching and demonstrate that a typical Anglophone Cameroonian contemporary pop music singer performs in two or three categories of languages, namely, official languages (English and / or French); pidgins (Cameroon Pidgin English and/ or Camfranglais) and indigenous language(s) which could be the artist’s mother tongue or simply another Cameroonian home language. The data for this paper consist of sixty Cameroonian popular songs performed by twenty Anglophone Cameroonian artists. The data were descriptively analysed using the qualitative and quantitative methods. The paper validates that code-switching in Anglophone Cameroon Pop music consists of bilingual, trilingual, quadrilingual and pentalingual code-switching patterns with Pidgin English as the dominant language that cuts across all patterns of combination. The paper concludes that multilingual display, which stands as a sine qua non in Anglophone Cameroon contemporary pop music lyrics, manifests itself mostly through code-switching andt permits artists to connect with multiple linguistic and tribal groups of people to pass through their message(s), to the widest possible audience, and communicate their emotions while, at the same time, enhancing aesthetics

Understanding the Impact of Technology: Learner and School Level Factors

The first part of this report focuses on the factors impacting on learner performance in national tests at primary and secondary level. This was the central research question of this research. The second section focuses on teacher and learner perceptions of their own responses to learning and the learning environment. This was centred on, but not confined to, their school. The institutional structures record the level of development of the schools sampled here and investigate the use of two key technologies – interactive whiteboards and learning platform

Lexical typology through similarity semantics: Toward a semantic map of motion verbs

This paper discusses a multidimensional probabilistic semantic map of lexical motion verb stems based on data collected from parallel texts (viz. translations of the Gospel according to Mark) for 100 languages from all continents. The crosslinguistic diversity of lexical semantics in motion verbs is illustrated in detail for the domain of `go', `come', and `arrive' type contexts. It is argued that the theoretical bases underlying probabilistic semantic maps from exemplar data are the isomorphism hypothesis (given any two meanings and their corresponding forms in any particular language, more similar meanings are more likely to be expressed by the same form in any language), similarity semantics (similarity is more basic than identity), and exemplar semantics (exemplar meaning is more fundamental than abstract concepts)

Prosodic Resonance

We may regard a syllable as consisting of an initial consonant cluster (which may be zero), a vowel cluster, and a final consonant cluster (which may be zero in most schemes of phonemic analysis)

Grading Policies and Practices in Canada: A Landscape Study

Given the longstanding role of grades in education, and their increased use for high-stakes decisions including student mobility, admission, selection, and accountability, this paper paper presents a systematic review of grading policies across all 10 Canadian provinces and 3 territories. In total, 23 policies were inductively analyzed for their articulation of (a) the purposes of grades, (b) the methods used for generating grades, and (c) the relationship between grading and formative assessment. Our analysis revealed significant areas of consistency across Canada while also highlighting important areas of variation. Implications of these findings on the value and use of grades within and across educational systems in Canada are discussed