This study aimed at investigating mother tongue-based bilingual education and concept formation of children in Bafut in the North West Region of Cameroon. A quasi-experimental design was adopted whereby 20 male and female children were purposefully selected for the study. An adapted version of the Mayer and Mayer 1975 picture description task, a language comprehension test, as well as a sociolinguistic Questionnaire were used to measure the language proficiency of participants. Both the bilingual and monolingual samples were administered the symbol substitution task, the Dimension Change Card Sort DCCS , Test of Linear measurement and object classification task to measure their concept formation abilities. Data were analyzed using a pre-designed EpiData Version 3.1, SPSS version 21.0, Mann-Whitney U test and Spearman's Rho correlation test. Results indicate that there was no bilingual advantage in the various tasks. The main explanation for no bilingual advantage lies in the fact that a predominantly subtractive bilingual sample was used. Recommendations were made to stake holders, as well as suggestions for further research and conclusion.
by Angu Roland Nji ""Mother Tongue-Based Bilingual Education and Concept Formation in Children in Bafut Sub-Division""
Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019,
Mother tongue, Bilingual education, subtractive bilingualism, concept formation