Linguistic identity and insecurity in class of national languages and cultures in Cameroon

This article, which focuses on identity management and linguistic insecurity, focuses on national language and culture classes (LCN) and uses a communicative approach. We have positioned ourselves in the teaching pole of the didactic triangle. The results obtained highlight the linguistic insecurity of identity marked by the fault of the teacher and the correctness of the learner, the linguistic insecurity materialized specifically in this study by the orthographic, morphological and morphosyntactic dysfunctions that teachers face, and the consequent deviations in terms of distortion that this imprints on knowledge. The general finding of this study is that linguistic insecurity in the LCN classroom leads to an inversion of learner/teacher identities and a reduction in the latter's authority. Based on this observation, we have made proposals for pedagogical types of teacher training in an attempt to stem this phenomenon, which profoundly affects the teaching/learning process in national language and culture classes and leads to an obvious decay of knowledge.