short history of the departement of anglophone … · work. i would also like to thank my...

SHORT HISTORY OF THE DEPARTEMENT

OF ANGLOPHONE STUDIES OF THE

UNIVERSITY OF OUAGADOUGOU

By Balele Eric BAMOUNI

Bachelor’s Art of English, Option Applied Linguistics

UNIVERSITY OF OUAGADOUGOU BURKINA FASO

UFR/LAC: Training and Research Units in Languages, Arts and Communications Unity-Progress-Justice

DEPARTMENT OF ANGLOPHONE STUDIES

Short History of the English Department of the University of Ouagadougou

Update Edition available on http//:www.loumba2012.wordpress.com or e-mail:[email protected]

2

ACKNOWLEDGEMENT

I would never have been able to complete this book without the guidance and support of many

people. May God Bless Them All.

I would like to express my deepest gratitude to my dear Professor Alfred KIEMA, Director of

the Training and Research Unit in Arts, Communication and Languages UFR/LAC of the

University of Ouagadougou for his kind and excellent assistance in all the steps of this book

project.

Special thanks to Dr Auguste Zoure, who helped me a lot by telling me all his rich experience at

the English Department since 1969 until now. Many thanks to Pr Samuel Millogo, for he was

one of my reliable oral sources. I would like to extend my regards to Dr Mathieu Ouedraogo for

all his useful suggestions. I would like to say thank you to Dr Mahamadou Sawadogo, who gave

me courage to move forward. Thanks a lot to Pr Pierre Kouraogo for helping me to organize my

work. I would also like to thank my lecturers: Pr Labila Aristide Yoda, Pr Bakari Konate, Dr

Mahamoudou Diallo, Dr Poda, Dr KI Jean, Dr Hien Donate, Pr Jean Zida for accepting to share

some few information with me.

My special regards also goes to the administration of UFR/LAC peculiarly to Mrs Tiendrebeogo,

Head of the Scolarité for her kind supports. Thank you to all my friends colleagues students,

they were many but I want to mention one: Roland Guieguemde, my best friend for helping me

to compile the Master’s dissertation topics.

Finally, I would like to give tribute to GOD Almighty for making things possible.

INTRODUCTION

This book is the result of an investigation project of the past of the Department of

Anglophone Studies of the University of Ouagadougou. This book is just a first edition for

history moves with time, for time does not stop. We have chosen to do that work because such

a book devoted to the history of the English Department does not exist yet. This book, though

not exhaustive gathers some useful information that worth being kept in memory. While

reading the following lines, you will know the actual origin of the University of Ouagadougou

and all the restructuration plans the university underwent until now, now is the year 2014. You

will also know the history and development of the UFR/LAC, the Training and Research Unit

that comprises the Department of Anglophone Studies, the main point of the book. In this book

you will know, the first school that introduced the teaching of English in Burkina Faso, the date

of creation of the English Department , the Heads of Departments since its creation until now,

the development of each diploma and degrees awarded by the department, the contents of

teaching programmes…etc.



3

TABLE OF CONTENTS

Acknowledgement……………………………………………………………………………………………………2

Introduction………………………………………………………………………………………………………………2

Table of Contents……………………………………………………………………………………………………..3

I . Brief Presentation of the Department of Anglophone Studies………………………….5

II . A Historical Overview of the University of Ouagadougou……………………………….5

II.1. Origin of the University of Ouagadougou………………………………………………………5

II.2. The CEPS…………………………………………………………………………………………………...5

II.3. The CESup………………………………………………………………………………………………….6

II.4. The University of Ouagadougou…………………………………………………………………..6

II.5. The restructuration plan of 2000…………………………………………………………………7

II.6. The Bachelor-Master-Doctorate System………………………………………………………9

III . History of the UFR/LAC………………………………………………………………………………10

IV . Beginning of the Teaching of English in Burkina Faso…………………………………..11

V. The Creation of the Department of Anglophone Studies………………………………….11

VI. List of the Heads of Department…………………………………………………………………….12

VII. The Programmes………………………………………………………………………………………..12

VII.1. The Diplomma (DEUG ex DUEL)……………………………………………………………...13

VII.1.a. The Teaching Programme of 1978 (Year1)…………………………………………….13

VII.1.b. The Teaching Programme of 1978 (Year2)……………………………………………..13

VII.1.c. The Teaching Programme of 2010 (Year1)…………………………………………….14

VII.1.d. The Teaching Programme of 2010 (Year2)……………………………………………15

VII.2. The Bachelor’s Degree or (LICENCE)……………………………………………………….15

VII.2.a. The Teaching Programme of 1978 (Year3)…………………………………………..15

VII.2.b. The Teaching Programme of 2010 (Year3)………………………………………….16

VII.3. The Master’s Degree or (Maitrise)………………………………………………………...18



4

VII.4. The Initiators of the Master’s Degree…………………………………………………….18

VII.5. The Options of Specialisation………………………………………………………………19

VII.5.a. The Option: Applied Linguistics (1982)……………………………………………19

VII.5.b. The Option: Applied Linguistics (2010)……………………………………………19

VII.5.c. The Option: Literature (1982)………………………………………………………….20

VII.5.d. The Option: Literature and Civilisation (2010)………………………………….20

VIII. The Master’s Dissertation……………………………………………………………………21

IX. The Language Laboratory………………………………………………………………………34

XI. The Language Immersion Trip………………………………………………………………35

XII. The Research Process………………………………………………………………………….35

XII.1. The Sources of Data………………………………………………………………………….35

XII.1.a. The Oral Sources……………………………………………………………………………35

XII.1.b. The Written Sources………………………………………………………………………35

XII.2. The Documentation Places………………………………………………………………35

CONCLUSION……………………………………………………………………………………………35



5

I. BRIEF PRESENTATION OF THE DEPARTEMENT

The department of Anglophones Studies is part of the Training and Research in Arts

Communication (UFR /LAC) of the University of Ouagadougou. It is in charge of the academic

training of the students of English.

The academic training of students in the department can be divided into two cycles. The first

and the second cycles.

The first cycle which lasts two years and ends in the obtainment the

“DEUG 2” Degree.

The second cycle which results in the “LICENCE” Degree in third year

and the obtainment of the “MAITRISE” Degree after at least four

years of university study.

II. AN HISTORICAL OVERVIEW OF THE UNIVERSITY OF OUAGADOUGOU

II.1. ORIGIN OF THE UNIVERSITY OF OUAGADOUGOU

The University of Ouagadougou takes its origin in the Decree N°378/PRES/EN

of October 20th 1965 ordering the creation of the “ Center of Preparation for

Secondary School Education” « Centre de Préparation aux Enseignements Secondaires

(CPES) ».

II.2. THE CPES

The CPES was composed of two schools,

The High Institute of Pedagogical Training: « l’Institut supérieur de formation

pédagogique (ISFP) » and the College of Education : l’Ecole Normale Supérieure (ENS).

In July 1967 the CPES is restructured into two other schools :

The University Institute of Pedagogical Technology « l’Institut

Universitaire de la technologie Pédagogique (IUTP) » which was in charge of

training the students for the College Education Certificate « (CAP-CEG)

Certificat d’ Aptitudes Pédagogique Collège d’ Enseignement General.

The Center of University Studies “(CEU) Centre d’Etudes Universitaires”. that

was also in charge of training the students for a Two year University

Degrees or University Diploma such as :



6

The DUEL (the University Diploma of Art) and

The DUES (the University Diploma of Science).

II.3. THE CESUP

On 5th may 1969, the Ordinance N° 69 – O24/PRES/ENJS created the Center

for Higher Education of Ouagadougou (CESup) (Centre d’Etudes Superieures) to

replace the (CPES).

The following year in 1970 the CESup opened the following schools:

The University School of Art : Le Collège Littéraire Universitaire (CLU)

The University Institute of Pedagogy : L’Institut Universitaire Pédagogique (IUP)

The University Institute of Technology : L’Institut Universitaire de Technologie (IUT)

The Upper Volta Scientific and Research Center : Le Centre Voltaïque de

Recherche Scientifique (CVRS)

The Pedagogical Documentation and Perfecting Center: Le Centre de

Documentation et de Perfectionnement Pédagogique (CDPP).

II.4. THE UNIVERSITY OF OUGADOUGOU

On April 1974 the ordinance N° 74 – 031/PRES/EN of 19th April 1974 changed

the name of the CESup into the University of Ouagadougou.

At the advent of the revolution in Burkina Faso, the political authorities

reorganized the University of Ouagadougou.

Therefore, the decree N° 85 – 498/CNR/PRES/ESRS of 29th August 1985

restructured the University of Ouagadougou in 12 Institutes and one school.

INSHUS « Institute of Human and Social Sciences » (Institut Supérieur des

Sciences Humaines et Sociales).

INSULLA « Institute of Arts and languages » (Institut Supérieur des Langues,

des Lettres et des Arts).

IMP « Institue of Mathematics and Physics » (Institut des Mathématiques et

Physiques)

INC « Institute of Chemistry » (Institut de Chimie)

ISN « Institute of Biology » (Institut des Sciences de la Nature)

IDR « Institue of Rural Development » (Institut du Développement Rural)

IUT « Institue of Technology » (Institut Universitaire de Technologie)

INAFEC « African Institute of Cinematographic Education » (Institut

Africain d’Education Cinématographique)

INSE « Institute of Education Science » (Institut des Sciences de l’Education)



7

ESSEC « School of Economic Sciences » (Ecole Supérieure des Sciences

Economiques)

ESSA « School of Health Sciences » (Ecole Supérieure de la Santé)

ESD « School of Law » (Ecole Supérieure de Droit)

In July 1991 almost all the institutes were changed into Faculties. Below are the

five (5) Faculties, three (3) Institutes and one (1) School that was created after the

restructuring plan of 1991.

FLASHS «Faculty of Arts, Languages and Social Sciences ». (Faculté des

Langues, des Lettres, des Arts, des Sciences Humaines et Sociales.

FASEG « Faculty of Economic Sciences and Managements » (Faculté des

Sciences Economiques et Gestion)

FSDP « Faculty of Law and Political Sciences » (Faculté de Droit et des Sciences

Politiques)

FDSS « Faculty of Health » (Faculté des Sciences de la Santé)

FAST « Faculty of Technical Sciences » (Faculté des Sciences Techniques)

IDR « Institute of Rural Development » (Institut de Développement Rural)

INSE « Institute of Health Sciences » (Instituts des Sciences de la Santé)

IUT « University Institute of Technology » (Institut Universitaire de technologie)

ESI « The School of Computer Science » (Ecole Supérieure d’Informatique)

II.5. THE RESTRUCTURATION PLAN OF 2000

The year 1999 in Burkina Faso has been disturbed by a series of social and

political troubles that lead to the blockage of the academic and pedagogical

activities on the campus. These riots were due to the murdered of the

journalist Norbert Zongo on December 13th 1998. It was in this tensed social

context that intervened the Decree N° 2000 – 469/PRES /PM/MESSRS of

October 6th ordering the dissolution and the interruption of the status of the

University of Ouagadougou.

This decision considerably reshaped the University. All the schools became

what are known today as UFR (Training and Research Unit)

The training and research units is a structure of higher education for the

research and training as far as theoretical, applied and professional are

concerned. The following is the list of the seven UFRs and one institute of

the University of Ouagadougou.

(UFR/LAC) Training and Research Units in Languages, Arts and

Communications. (Unité de Formation et de Recherche des Lettres, Arts et Communication)

The UFR Languages, Arts and Communications (UFR/LAC) has the following

courses: courses in Arts and Communications and courses in letters, languages



8

and linguistics. The mission of this unit is to train professionals in languages,

letters, arts, culture, communication and journalism field in order to build a strong

nation. To be admitted, students should have the level of secondary education.

.Students of this faculty take the “DEUG” (university diploma) after the first

cycle, the bachelor’s degree and master in communication and journalism and in

interpreting after the 2nd cycle. The last one is the postgraduate diploma and the

PhD in linguistics and modern letters taken after the third cycle.

(UFR/SH) Training and Research Unit in Human Sciences (Unité de

Formation et de Recherche des Sciences Humaines) The UFR Human Sciences (UFR/SH) is made up of two branches: History-

Geography and Archaeology. It also includes four departments and two projects.

The degrees that students take during their studies or at the end are: the DEUG,

the bachelor’s degree, the master and the PhD according to their major.

(UFR/SJP) UFR Training and Research Unit in Legal and Politic

Sciences. (Unité de Formation et de Recherche des Sciences Juridiques et Politiques)

The UFR Legal and Politic Sciences (UFR/SJP) . This UFR has for mission to

train jurists for the private and public sectors, to promote research in the legal

domain, to publish work and researchers publication. The UFR/SJP awards the

following degree, (university diploma) Bachelor’s degree, Master, DESS

(postgraduate diploma) and DEA.

(UFR/SDS) Training and research Unit in Health Sciences (Unité de

Formation et de Recherche des Sciences de la Santé) The

UFR Health Sciences (UFR/SDS) has two branches: courses in medicine; courses

in pharmacy. The mission and goal of this faculty is to prepare doctors,

pharmacists, dental surgeons and qualified technicians for hospitals and clinics.

The following diploma are delivered: the degree of doctor State in Medicine, the

degree of doctor State in Pharmacy, the professionalized licence in biomedical

analyses, the certificate of special studies in general surgery, obstetric-

gynecology, pediatrics and psychiatry.

(UFR/SVT) Training and Research Unit in Life and Earth Sciences. (Unite de Formation et de Recherche des Sciences de la Vie et de la Terre) The UFR Life and Earth Sciences is composed of four departments: Biology and

animal physiology, Biology and plant physiology, Biochemistry and microbiology

and Geology.

(UFR/SEA) Training and Research Unit in Applied Sciences. (Unité de

Formation et de Recherche des Sciences Exactes et Appliquées) The UFR Applied Sciences has three departments (mathematics and computer,

physic and chemistry) and 12 laboratories which are available for the students.

Like the other UFRs, the UFR/SEA awards the same degrees according to the

students major.



9

(UFR/SEG) Training and Research Unit in Economic sciences and

Management. (Unité de Formation et de Recherche des Sciences Economiques et de

Gestion)

The UFR of Economic Sciences and Management mission is to give the

students a Theoretical and practical training in economy and

management. The UFR/SEG awards the degrees such as the Bachelor,

the Master, the postgraduate Diploma (DESS, DEA) and the Phd.

(IBAM) The Burkinabé Institute of Arts and Crafts (Institut Burkinabé des Arts et Métiers)

This institute has the following branches: Secretariat of direction, bilingual secretariat of

direction, finance- accounting/ commercial management, bank- insurance, control sciences and

data-processing technology methods applied to management. Telecommunication, architecture

and town planning and civil engineering are other segments that will be opened soon. The goal

of this institute is to give to students two years of theoretical and practical teaching. At the end of

two years students get the DUT degree (diploma taken after two years at an institute of

technology)

II.6. THE BACHELOR-MASTER-DOCTORATE SYSTEM

Difference between the Classical and the Bachelor-Master-Doctorate

system.

Difference between the Classical and the BMD system.

The Classical System The Bachelor-Master-Doctorate System

First

Cycle

Year 1 +Year 2 DEUG 2 Under

graduate

Year1+Year2+Year3

Bachelor’s Degree

Second

Cycle

Year 3 Bachelor’s Degree

Year 4 Master’s Degree Graduate Year 4 Master 1

Year 5 Master 2

Third

Cycle

Year 5 + Year 6 Postgraduate

Diploma DEA, DESS

Year 7+Year8+Year9 Ph.D Postgraduate

Year6+Year7+Year8

Ph.D

In 2010 the University of Ouagadougou adopted the Bachelor-Master-Doctorate System in

accordance with the decree No03/2007/CM/UEMOA of the West African States Economic

and Monetary Union(UEMOA) ordering the Universities of UEMOA member states to

shift to the Bachelor-Master-Doctorate system.



10

The Bachelor-Master-Doctorate system aims at

- Modernizing the courses in order to meet the international standards,

- Developing the professionalization of the academic training given to students at

university.

- Facilitating the insertion of students in their future professional career.

So far we have tried to give a short overview of the history of the University of Ouagadougou.

Now let us consider the history of the UFR/LAC. The Training Research Unit which comprises

the Department of Anglophone Studies .

III. HISTORY OF THE UFR/LAC

The Training and Research Unit in Arts and Communications UFR/LAC is the oldest

School of the University of Ouagadougou, since its creation dates back to 1965. The School has

changed of names many times throughout time. It has sometimes been associated or separated

with social sciences schools.

Here are the different Modifications of names of the UFR/LAC since 1965.

- 1965 : CPES « Center of Preparation for Secondary School Education » (Centre de Préparation

aux Enseignements Secondaires)

- 1967 : CEU « Center of University Studies » (Centre d’Etudes Universitaires)

- 1969 : CLU University School of Arts (Collège Littéraire Universitaire)

- 1972 : ESLSH School of Arts and Social Sciences (Ecole Supérieure des Lettres et des Sciences Humaines)

- 1985 : INSULLA Institute of Arts and Languages. (Institut Supérieur des Langues, des Lettres et des Arts)

- 1989 : INSHUS-INSULLA

- 1991 : FLASHS Faculty of Arts, Languages and Social Science (Faculté des Langues, des Lettres, des Arts,

des Sciences Humaines et Sociales) - 2000 : UFR/LAC Training and Research Unit in Arts and Communications (Unité de

Formation et de Recherche des Lettres, Arts et Communication)

To summarize from this chronological order we can notice that the UFR/LAC was

called the CPES in 1965, the CEU in 1967 and became the CLU in 1969.

The Decree N°72 – 200/PM/ENC of September 25th 1972 later replaced the

CLU by the ESLSH. In 1985 the ESLSH was split into two other schools. The

INSHUS and the INSULLA.

INSHUS Institute of Human and Social Sciences (Institut Supérieur des Sciences

Humaines et Sociales). INSULLA Institute of Arts and Languages. (Institut Supérieur des Langues, des Lettres

et des Arts).

In 1988 the INSHUS and the INSULLA was grouped into one school called the INSHUS-

INSULLA.



11

After a general reform program of the University of Ouagadougou in 1991,

the INSHUS-INSULLA became the FLASHS.

Finally, in 2000 the FLASHS has been divided into two schools.

o UFR/LAC (Unité de Formation et de Recherche des Lettre des Arts et

Communication) and the

o UFR/SH (Unité de Formation et de Recherche des Sciences Humaines)

Today the URF/LAC comprises eight (8) departments

- Department of Modern Lettres Département des Lettres Modernes (LM)

- Department of Linguistics Département de Linguistique

- Department of Anglophone Studies Département d’Etudes Anglophones

- Department of Germanic Studies Département d’Etudes Germaniques

- Department of Communication and Journalism

- Department of Arts, Managment and Cultural Administration.

- Department of Translation and Interpratation

- Department of Language Applied to Tourism and Business (LATTA)

IV. BEGINING OF THE TEACHING OF ENGLISH IN BURKINA FASO

In Burkina Faso the teaching of English starts at the secondary school level. However the

teaching of English in the educative system of the country began in 1947. It is “Le Petit Séminaire de

Pabré” the first secondary school of the country that introduced the teaching of English in Burkina Faso.

Today (2011) some private schools in Burkina Faso teach English at the primary level. And what is more,

is the increasing number of language education centre where adults people or other professionals can

learn English.

V. THE CREATION OF THE DEPARTMENT OF ANGLOPHONE STUDIES.

Many years after the introduction of English in secondary school, there was a necessity to train

many English teachers. Having that in mind, a section of English has been created at the CEU « the

Centre of University Studies » in 1967. Thus, this section of English is the beginning of what is called

today the Department of Anglophone Studies.



12

VI. LIST OF THE HEADS OF DEPARTMENT

NAMES OFFICE TERM Mme GOURDEAU 1967-1970

Mme PEREZ 1970-1971

Mlle LURDOS Michelle 1971-1974

MILLOGO Samuel 1974-1977

ZOURE Auguste 1977-1978

OUEDRAOGO Mathieu 1978-1980

Mme SOMDA Marie Henriette 1980 -1984

KONATE Bakari 1984-1986

YODA Lalbila Aristide 1986-1988


KOURAOGO Pierre 1989-1991

Mme COMPAORE née KERE Marie Louise 1991 (For three months)

BAMA Bapio Rozaire 1991-1993


OUEDRAOGO Amadou 1995-1998

ZIDA Jean 1998-2002

BISSIRI Amadou 2002-2006

DIALLO Mahamadou 2006-2008

KAMBOU Kwado Moses 2008-2010

KIEMA Alfred 2010-2012

HIEN Donate 2012-2014

VII. THE PROGRAMMES

By Programme, we mean the theoretical and practical organisation of the

academic training given to students on a certain period. It is a teaching schedule

that determines the content of the different courses and the assessment plans.

We have to bear in mind that, since the creation of the department the

programmes have known many changes. Normally programmes should be revised

every two years.

We would be pleased to show you the list of all the programmes of the the

Department of Anglophone Studies since its creation, but our sources do not allow

us to do it.



13

VII.1. : The DEUG (ex DUEL)

The section of English opened at the Centre of University Studies (CEU) in 1967 were

giving a two-year academic training that used to graduate student with a diploma called: the

DUEL (University Degree of Literature Studies)

The acronym DUEL remained until 1969 and became the DEUG (Degree of General

University Studies) . The studies pursued at the CEU were considered as the longer cycle.

The shorter cycle was completed at the IUTP University Institute of Pedagogical Techniques

where Students pursued a College Education Certificate to become teachers.

VII.1.a. The Teaching Programme of 1978: First Year

Compulsory UV (Units of Value)

- Study of Language

Composition-conversation

Language Laboratory

Phonetics-Phonology

- Anglophone and Francophone Literature

Anglophone Literature

Methodology of Text Commentory

Two Novels

Francophone Literature

Optional and Compulsory UV UV

Spanish Level 1

German Level 1

Arab Level 1

Jula Transciption

Mooré Transcription

VII.1.b. The Teaching Programme of 1978: Second Year

Compulsory UV (Units of Value)

- Study of Language

Expression

Comprehension

Prose

Translation

Laboratory



14

Linguistics

- Anglophone Literature and Civilisation

Anglophone Literature : 18th Century Literature.

Evolution of Ideas from the 16th to the 18th century.

African Literature : Theater

Survey of American literature

Optional Compulsory UV

Spanish Level 2

German Level 2

Arab Level 2

Linguistics Jula

Linguistics Mooré

VII.1.c. The Teaching Programme of 2010: First Year

THE DIFFERENT MODULES

STUDY OF LANGUAGE

- Grammar, Expression and Production in English.

- Grammar, Expression and Production in French.

- Grammatical Prose-Translation

LITERATURE

- Introduction to English Literature

- American Literature

- African Literature

LINGUISTICS

- Introduction to General English Linguistics

- English Phonetics and Phonology

OPTION 2nd LANGUAGE

- Jula

- Mooré

- Fulfuldé

- German

- Spanish



15

VII.1.d. The Teaching Programme of 2010: Second Year


STUDY OF LANGUAGE

- Normative Grammar of Contemporary English

- Grammar, Expression and Production in English

- Translation

- Prose

Written and Oral Communication Techniques

- Oral and Written Communication.

- Comprehesion Precis-Writing

LITERATURE

- British Literature from 16th century to 18th century.

- American Literature from origins to 19th century.

- African Literature.

CIVILISATION

- British Civilisation

- American Civilisation

LINGUISTICS

- English Syntax.

- English Phonetics and Phonology.

OPTION SECOND LANGUAGE

- Jula

- Mooré

- Fulfuldé

- German Allemand

- Spanish Espagnol

VII.2. THE BACHELOR’S DEGREE OR « LICENCE »

The Bachelor’s Degree of English at the English Department began in 1970 when the CLU

replaced the CEU.

VII.2.a. The Teaching Programme of 1978: Third Year

THE COMPULSORY UV



16

THE CERTIFICATE (CL)

STUDY OF LANGUAGE – METHODOLOGY

- Prose

- Translation

- Methodology ( Theory and Methodology of Teacing English as a Foreign

Language)

BRITISH AND AMERICAN LITERATURE

- Evolution of ideas from the 19th century to the 20th century.

- Novel

- Drama

- Poetry

ADVANCED WRITING – AMERICAN CIVILISATION

- Advanced writing

- American Civilisation

OPTIONAL COMPULSORY UV

CERTIFICATE 1 (C1)

LINGUISTICS

- Aspects of English Phonetics & Generative Phonology

- Generative Transformational Grammar

BLACK AFRICA ANGLOPHONE NOVEL

- The Novel

- The Short-story

VII.2.b. The Teaching Programme of 2010: Third Year


COMMON MODULES (CL)

STUDY OF LANGUAGE

- Oral and Written Communication Techniques

- Translation

- Prose

LINGUISTICS

- Aspects of English Linguistics (ALA)



17

- Applied Linguistics (LIA)

Literature

- British Literature (LIB)

- American Literature of the 20th Century. (LAM)

- African Literature (LAF)

CIVILISATION

- British and Commonwealth Countries Civilisation (CVB)

- American Civilisation (CAM)

- African Civilisation (CAF)

OPTIONAL MODULES (C1)

APPLIED LINGUISTICS

- Contrastive Analysis – Phonology (ACP)

- Contrastive Analysis Syntax (ACS)

- Sociolinguistics (SOL)

- Computer Science

AFRICAN LITERATURE AND CIVILISATION

African Anglophone Theater (THT)

- African Anglophone Novel (ROM)

- African Short-story (NOU)

- Literary Critics (CRL)

- Computer Science

AMERICAN LITERATURE AND CIVILISATION

- African-American Experience in the USA (EAE)

- The Important Figures of the American Literature (GFL)


- Computer Science

BRITISH LITEARATURE AND CIVILISATION

- British and Commonwealth Countries Civilisation. (CBC)

- Literature and Development in British Society. (LBD)


- Computer Science



18

VII.3. THE MASTER’S DEGREE or « MAITRISE »

It worth mentioning that, until 1981 there was no « Master’s degree » of English

at the University of Ouagadougou. Before that date the highest degree awarded by the

department was the Bachelor’s degree or ( Licence) .

The Master;s degree at the English department has started with the academic year 1981

– 1982. The creation of the “Master’s of English had formerly been subjected to many

meetings and discussions between the teachers of the department because of problems

such as the documentation, the supervision of students’ dissertation works and the

profile of the permanent faculty members of the department.

Thus, in 1981, there was only one Assistant Professor over 13 permanent teachers of the

department.

The choice of the type of Master’s degree had been a matter of several

discussions between the teachers of the department, for there were two different

views: The « Thesis Master’s degree and the Certificate Master’s degree » But the

teachers finally chose the thesis Master’s degree.

VII.4. THE INITIATORS OF THE MASTER’S DEFREE

Here is a list of the Faculty members who created the Mater of English at the University of

Ouagadougou.

Name First Name Duty-Title

CLEGG Ellen Assistant

GAUMONT Gerard Peter Instructor

KAMBOU Sié Célestin Assistant

SANOU Dafrassi jean-François Assistant Doctor Third cycle

JESSOP Chasser Robertson Assistant

SOMDA Marie-Henriette Certified Assistant

KESSLER Diane Marie Assistant-professor ph.D

NASSAR Amal Part Time

AGOSTINI Réné Aggregated Assistant

WARBURTON Jennifer Aggregated Assistant

MILLOGO Samuel Assistant Professor



19

OUEDRAOGO R. Mathieu Assistant Doctor Third-cycle

ZOURE Auguste Assistant Doctor Third-cycle

VII.5. THE OPTIONS OF SPECIALISATION

The options are the different specialisations in the training of the students. An option is

a group of subjects that have something in common. The classes are given by specialist teachers

of the domain of the option. And each option is programmed according to the availability of

specialists.

The choice of the option is done by students once they reach the third year.

The English department proposes two options for the “Master’s degree” of English

Applied Linguistics

Since there was a department of Linguistics at the ESLSH at the time of the creation of the

“Master’s degree » of English, the English Department created a Master of Linguistics

applied to the Teaching of English as Foreign Language.

VII.5.a. The Option: Applied Linguistics (1982)

In 1982 the C2 of applied Linguistics was composed of the following courses.

- Error Analysis

- Contrastive Analysis

- Varieties of English

VII.5.b. The Option Applied Linguistics (2010)

However the content of the C2 of linguistics has changed with time. Today in 2010 we have

the following courses.

- Error Analysis

- Contrastive Analysis

- Discouse Analysis

- Psycholinguistics

- Methodology

- Computer Science



20

Literature

The department of proposes 3 C2 of literature.

VII.5.c. The Option: Literature (1982)

The C2 of literature in 1982

C2 of British Literature

- British Roman

- British Theater

- Poetry

C2 of African Literature

- African-Anglophone Novel

- The Short-Story

- Theater

- Poetry

C2 of American Literature

- The American Novel

- Poetry

- Theater

VII.5.d. The Option : Literature and Civilisation (2010)

C2 of Literature and Civilisation

British Literature and Civilisation

- British Theater (THB)

- British Society Since 1945 (SBD)

- British Poetry, Short-Story and Novel (PNR)

- Methodology

- Computer Science

African Literature

- African-Anglophone Theater (TAA)

- African-Anglophone Novel (RAA)

- African New Poetry (NPA)


- Methodology

- Computer Science



21

American Literature and Civilisation

- American Theater and Poetry (TPA)

- Big Contemporary Problems (GPC)

- American Novel and Short-Story (NRA)

- Methodology

- Computer Science

The choice of the dissertation topic is done by the student and later submitted to the

appreciation of a specialized commission.

VII.6. THE MASTER’S DISSERTATION TOPICS

N° Names and First Names

Topics and Options Faculty and dates

1 ALLADOUM, Guiryengar

The vision of violence in Wole SOYINKA’s Season of Armony. (LAA)

INSULLA 1986-1987

2 AZOH, Isabelle Interrogation in Fulfuldé and English. (LING)

FLASHS, 1996-1997

3 BAGHNYAN ,Francis B. Roland

The South African writer’s burden: the case of Ezekiel MPHAHLELE,(LAA)

FLASHS,1992-1993

4 BAGUIAN ,Issa Benjamin

“Failure” in ACHEBE’s works. (LAA) ESLSH, 1985

5 BALMA, Entoine A rapid survey of the teaching of English as foreign language in general secondary schools in Burkina Faso: Materials and methodology. (LING)

INSULLA, 1990

6 BARRAU, Sophie Virginia Woolf Short STRORIES

Montpellier (Univertsité Paul Valery) 1994-1995

7 BARRY, Boubakary A contrastive analysis of English and Fulfulde Consonants (LING)

INSULLA,1987-1988

8 BARRY, Haoua The role of drills in language learning and teaching with special reference to the Learning /Teaching of English as Foreign Language in Burkina Faso secondary schools. ( 1st Cycle). (LING)

FLASHS, 1992

9 BARRY,Magloire African-Americans in the political area: the case of Colin Luther Powel. (CILAM)

UFR/LAC, 2005-2006.

10 BASSOLE,SONODJEN Dibazin

A contextualized Demand for Liberation in the Healers (LAA)

UFR/LAC,2OO4-2OO5

11 BAYALA, Christian A tentative evaluation of the oral production capacities of fourth form pupils in Burkina Faso. (LING )

INSHUS-INSULLA, 1990



22

12 BERE, Nebnoma Patricia

Ellipsis and substitution in first and third year pupils’ writing: The case of Lycée Marien N’gouabi . (LING)

UFR/LAC, 2003

13 BICABA, Omer The associative noun phrase in Bwamu and English .(LING)

INSULLA, 1988

14

BIYEN, Soumaila

Integrated skills approach to materials development with a special focus on advanced levels (Second Cycle) in Burkina Faso secondary schools. (LING)

FLASHS, 1991

15 BOCO, Bodourin Emmanuelle

Language attitudes of secondary school students in Ouagadougou: Implication for language education. (LING)

UFR/LAC, 2004

16 BONEGO ,Juliette The place of objective test in the teaching of English in Burkina Faso. (LING)

INSULLA, 1990-1991

17 BONKOUNGOU, Gomtiga Justine

Aspects of transfer and overgeneralization in EFL with on intermediate level in Burkina Faso secondary schools. A case study. (LING)

UFR/LAC, 2001-2002

18 BONZE, Sibiry Land: source of harmony and conflicts in Ngugi Wa Thiongo’s The River Between (LAA)

ESLSH,1985

19 BONZI, Nazaire Opposition to realism in Oscar Wilde’s The Picture of Dorian Gvay

20 CAMISSOGO, Brahima

Committed drama? The example of Kolo OMOTOSO (with a translation of Shadows in the Horizon). (LAA)

INSULLA, 1987

21 CISSE, Djakaria An analysis of the US foreign policy central America from 1981 to the present: the example of Nicaragua. (CILAM)

INSULLA, 1989.

22 COMPAORE, K. Sidonie

Advantages and limitations of authentic materials in Foreign language teaching, with a special reference to English in advanced classes in Burkina Faso secondary schools. (LING)

INSULLA, 1988-1989

23 COMPAORE, Ouindtaré jean Philippe

Social protest in some of Dickens’s Works (CLIB)

ESLSH

24 COMPAORE, Regine Toulaida

Characteristic errors in the written English of pupils in the fourth form of Burkina Faso secondary schools. (LING)

INSULLA, 1988

25 CONGO, Awa Carole ep BAMBARA.

Some factors affecting English language teaching, syllabus design in Burkina Faso secondary schools. (LING)

INSULLA, 1990

26 CONGO, Azara Masculinity and Femininity in ACHEBE’s FLASHS, 1992



23

writings. (LAA)

27 CONGO, Ousmane Anatole

The vision of Nature in some of NGUGI’s. (LAA)

INSULLA, 1990

28 COULIBALY, Ahoua Ouélémè

The syntactic structure of the verb phrase in English and Tiembara. (LING)

FLASHS, 1998

29 COULIBALY, Aicha

Arican-American and FESPACO: a cultural dynamism. (CILAM)

FLASHS, 1999

30 COULIBALY, Calixte Frank

The concept of time in Samuel BECKETT’s drama with specific reference to Waiting for GODOT and Happy Days

FLASHS,1992

31 COULIBALY, Celestin

The socio-cultural impact of jazz in the United States of America from 1920 to the 1970’s. (CILAM)

FLASHS, 1993

32 COULIBALY, H Eléonore Clémentine

American women and the abolitionist movement in the United States. (CILAM)

FLASHS, 1992

33 COULIBALY, Lamine

A Denial of the Labeling of American Indians as savages: Indian Art and Social organization (CILAM)

INSULLA,1987

34 COULIBALY, Samadou

Interrogation in Sambla and English. (LING)

INSULLA, 1988-1989

35

COULIBALY,Baba The image of self as a black man in Richard WRIGHT’s Black Boy (CILAM)

INSULLA, 1988

36 DA,Lucienne The role of visuals in the teaching of English writing with some recommendations for their use in Burkina Faso first cycle classes. (LING)

INSULLA, 1989-1990

37 DABIRE, Gbèzory Criminality and debauchery in Cyprian Ekwensi’s Jagna Nana . (LAA)

UFR/LAC, 2003-2004

38 DABIRE, Kobina Yves Narcisse

Power in ACHEBE’s Anthills of the savannah. (LAA)

INSULLA, 1989-199O

39 DAMIBA,Marie Madeleine

The appropriateness of the teaching of English in Burkina Faso. (LING)

INSULLA,1986

40 DAO, Amadou Road and Symbolism in The Beautiful ones are not Yet Born and Fragment. (LAA)

FLASHS, 1992

41 DASNAN, Naimbaye yelké

Personal and demonstrative references in Ngawmbai and English. (LING)

FLASHS,1995-1996

42 DIALLO, Julienne M. Beatrice

Some aspect of Fulfuldé and English phonological contrastive analysis. (LING)

INSULLA, 1988-1989

43 DIALLO,Ibrahima Arabic schools in Burkina Faso, description and criticism. (LING)

INSULLA, 1987-1988

44 DIANOU, Bouana Cendras

The consonants of English and Gulmancema. (LING)

UFR/LAC, 2004-2005

45 DIASSO, Jean The Political motivations of the US INSULLA,1990



24

Ludovic intervention in Vietnam 1954-1975 (CILAM)

46 DIOP, Yamar Papa The notion of challenge in the voice. (LAA) INSULLA, 1986-1987

47 DIRRA, Yacouba Armah’s vision of Islam in Two Thousand Seasons, Facts on the prejudices? (LAA)

ESLSH,1985

48 DJAPOA, Manly Evelyne Aissa

The contribution of the black middle class to the improvement of the status of African-American (1960’s to 1980’s) (CILAM)

FLASHS, 1992

49

DJERMA, Sita

American writer’s contribution to the theme of independence. (LAA)

ESLSH, 1982

50

DOYE,Tene

The problem solving technique as a strategy in the teaching of oral production with special reference to the teaching of English in Burkina Faso. (LING)

INSULLA, 1989

51 DRABO, Allassane Greene’s Vision of the Human Condition in The Quiet American (CILAM)

FLASHS,1992

52 DRAVE, Souleymane

The notion of test in NGUGI’s A Grain of Wheat and Secret Lives. (LAA)

INSULLA, no date

53 FORO, Louis Pierre The Indians and the colonization of North America (1607-1783).(CILAM)

ESLSH, 1984-1985.

54 GAMENE, Godefroy M.J

Critical perspective on the language, narrative techniques and characterization in B. Kojo LAING’s Search Sweet Country. (LAA)

INSULLA, 1989-1990

55 GORO, Souleymane

The role of religion in colonization and settlement of America. (CILAM)

INSULLA, 1986

56 GOUBA, Marie Madeleine

A general evaluation of standard teaching materials presently in use in Burkina Faso secondary schools. (LING)

INSULLA, 1989-1990

58 GUIEBRE, N. Robert

The pronoun system in Bissa and English: A contrastive study. (LING)

FLASHS, 1997

59 GUIRMA,M. L Isabelle

The role of the Artist in Wole Soyinka’s A Dance of the Forests and The Interpreters (LAA)

INSULLA,1988-1989

60 HIEN, Der Erick Twain’s pessimistic view of southern society in: The Adventure of TOM SAWYER(1876) and The Adventure of Huck Leberry Finn(1884),(Memoire de DEA, Université Nationale de Côte-D’Ivoire

FLASHS, Juin 1989

61 HIEN, Der Erick The significance of the Family in Lorraine Hansberry’s A Raisin in the Sun

INSULLA, 1987

62 HIEN, Wa-Bèlinyè The problem of urban life as seen in some ESLSH, 1984



25

Donat Cyprian Ekwensi’ works. (LAA)

63 ILY, Michèle/ROUAMBA

Aspects of E.L.T evaluation in Burkina Faso with a focus on “3e classes” of secondary schools. (LING)

UFR/LAC, 2005-2006

64 KABORE, André Evangelisation in JUMBA’s writings. (LAA) FLASHS, 1999

65 KABORE, Arsène Evariste

Ambiguous adventure in some Anglophone novels: The example of chinua ACHEBE’s Things Fall Apart and Arrow of God, NGUGI Wa Thiong’o’s The River Between and Ayi Kwei ARMAH’s Fragments. (LAA)

INSULLA, 1990

66 KAFANDO, Albert Acculturation and foreign language learning , with special reference to Burkinbe pupils learning English. (LING)

FLASHS, 1996

67 KAGAMBEGA, Tanga Idrissa

People’s attitudes towards the experimental project of nomgana. (LING)

UFR/LAC, no date.

68 KAHOUM, Emile Characteristic erros in the use of English tenses by pupils in the fourth form of secondary schools of Burkina Faso: the case of the city of Ouagadougou. (LING)

69 KAM, Olle Patrice Personal pronouns in Djan and English: a contrastive study. (LING)

UFR/LAC, 2010

70 KAMBOU, Moses Kwadwo

Contrastive analysis coordination in Lobiri and English. (LING)

ESLSH, 1983

71 KAMBOU, Naba The religious meaning of BECKETT’s plays Waiting For Goddot. ( CLIB)

INSULLA, 1989-1990

72 KAMBOU, Sié Jonas Terrorism against the united states of America. (CILAM)

UFR/LAC, 2004-2005

73 KANSONON, Yiki Felicité

English in international organisation in Burkina Faso: Challenges for national staff members . (LING)

UFR/LAC, 2006

74 KAYENDE, P Marcelle

The economic and social impact of reconstruction on the black American community in the United States: 1863-1877 (CILAM)

FLASHS, 1991

75 KI, Yolande “Potential advantages of introducing English in primary schools: Example of some primary schools of Ouagadougou. Burkina Faso. (LING)

FLASHS,1995

76 KIEMA, Ouaoga Micheline néé NIADA.

The strategies for the teaching of reading with specific reference to the learners of economic and commercial English. (LING)

INSULLA, 1989-1990

77 KIEMDE, Noraogo Hubert

Transgression in Soyinka’s drama with special reference to The Swamp Dwellers , The Strong Breed and Cam Wood on the Leaves .(LAA)

FLASHS, 1991-1992



26

78

KIMA, Raogo

Oppression et conflit dans l’oeuvre Romanesque de NGUGI Wa Thiong’o : Weep not, Child , The Grain Wheat The River Between , Petals of Blood . (LAA),

FLASHS, Université d’Abidjan, 1982.

79 KONATE, Karidia Ingestion and digestion-the eating motif in African literature. The exemple of Ayi Kwei ARMAH and Chinua ACHEBE. (LAA)

INSULLA, 1990-1991

80 KONATE, Mariam Violence as expressed in Alex La GUMA’s Novella A Walk in the Night (LAA)

FLASHS, 1992-1993

82 KONATE,Sarat Water imagery in the works of some Anglophone writers. (LAA)

INSULLA, 1989

83 KONKOBO, Christophe

Samuel Beckett’s use of the Resources of theatre in Waiting For Godot (CLIB)

INSULLA,1991

84 KPODA, Guori Damien

Soyinka and Brecht: their dramatic achievements with Opera Wonyosi and Three penny Opera. (LAA)

INSULLA, 1989-1990

85 KUNDE, Nzoabonayo

The south African Black community in Alex La GUMA’s A Walk in the Night. (LAA)

INSULLA, 1986-1988

85 KUNDE, Nzohabonayo

The South African black community in Alex La GUMA’s A Walk in the Night. (LAA)

INSULLA, 1988

86 KYEMTARBOUM,Nicolas

Strategies for teaching commercial English to Advanced learners with a special reference Burkina Faso. (LING)

INSULLA, 1989-1990

87 LOMPO T. Gladys Munoney’s The Only Son or How Colonization Shattered Traditional African Life. (LAA)

UFR/LAC, 2003-2004

88 MAIGA,Hamadoun Developing communicative competence in writing in T.A.B classes (Terminale A and B classes). (LING)

INSULLA, 1985-1986

89 MALGOUBRI, Mathieu

The supernatural in African society: The example of Elechi AMADI’s The Concubine. (LAA)

INSULLA, 1986-1987

90 MAMONIH, Agnes Nicole

The physical and the spiritual in Paule MARSHAL’s Brown Girl, Brownstones (CILAM)

FLASHS, 1999

91 MEDA, Bernile Stanislas

English and Dagara consonant systems. (LING)

FLASHS,1993

92 MEDAH, Daniel Struggle for power in ACHEBE’s novels. (LAA)

INSULLA, 1985-1986

93 MENSAH, Henry Community and in 1984 by George ORWEL. (CLIB)

FLASHS,1992

94 MILLOGO, Henriette

Love in NGUGI’s A Grain of Wheat and Weep not, Child (LAA)

INSULLA, 1991

95

MILOGO, Jean Antoine

Contrastive Analysis of noun morphology

I NSULLA, 1988



27

in Bobo and English (Research paper). (LING)

96 Mme P. BLANC Tragic-comic vision in Shakespeare’s drama. (CLIB)

ESLSH, 1982

97 MOUDIBA, Jean-Pierre

Human isolation in Anderson’s Winesburg, Ohio. (CILAM)

FLASHS, 1991-1992

98 NABIE, Gnouinabé Viviane

Borrowing and code switching in Bwamu.(LING)

UFR/LAC,2006-2007

99 NAGABILA, Oumarou

The quality of English teaching in Burkina Faso private schools. (LING)

INSULLA,1991

100 NAMOANO, Hindétou Bouari

A study of English language teaching textbooks for 6e and 5e classes in Burkina Faso secondary schools with special reference to cultural content: Suggestion for adaptation. (LING)

FLASHS, 1992-1993

101 NANA née TRAORE, Salamata

Feminist perfectives in Buchi EMECHETA’s The Joys of Motherhood. (LAA)

INSULLA, 1990

102 NANA/TIEMDREBEOGO, Rose Marie Claire

Passion in Sister Carrie and in The Great Gats by ( CILAM)

FLASHS,1995

103 NARE, Seraphin Uses and limitations of the language laboratory aid , with specific reference to the teaching of English as a foreign language in Burkina Faso. (LING)

INSULLA, 1989-1990

104 NAZOTIN, C. Haules

Sin and its effects in HAWTHORNE’s The Scoulet letter . (CILAM)

FLASHS, 2000

105 NEYROT, Lidia Ingrid

A comparative study of the use of ELT materials with focus on beginning and intermediate levels: the case of the American language centers of La Paz and Ouagadougou. (LING)

106

NIKIEMA, Elyse

The use of communication strategies to overcome limitations in vocabulary, with reference to the third form E.F.L learners in Ouagadougou. (LING)

UFR/LAC, 2004-2005

107 NODJIBOGOTO, Niessièl

The use of authentic materials in the teaching of reading comprehension to advanced learners of English as foreign language. (LAA)

INSULLA, 1988

108 OUATTARA, Adama Psychological and social variables in Second Language learning in Burkina Faso secondary schools: Case of English in Ouagadougou. (LING)

UFR/LAC, 2004-2005



28

109 OUATTARA, Djénéba

African-American women struggle for liberation in the united states from the 1960’s To the 199O’s: the socio economic. (CILAM)

FLASHS,1996

110 OUATTARA, Moussa

The use of English modals by first year students of the department of Anglophone studies. (LING)

UFR/LAC, 2OO8-2009

111 OUATTARA, youssouf

Crime and Punishment in traditional IBO society with specific reference to Bridge to a wedding by John MUNONYE.

UFR/LAC, 2002

112 OUEDRAGO, Gomsaya Maimouna

A Stylistic analysis of five speeches by Martin Luther King .jr (LING)

FLASHS,1994

113 OUEDRAOGO Zalla The concept of money and Kola nut as seen in Achebe’s Novels (LAA)

ESLSH,1984

114 OUEDRAOGO, Aminata

The socio-cultural aspects of idiomatic expressions Moore and English. (LING)

UFR/LAC, 2006-2OO7

115 OUEDRAOGO, Annita Viviane

Motivation for foreign language learning in secondary schools in Burkina Faso. A case study of third form classes in of lycée Philippe Zinda KABORE in Ouagadougou. (LING)

UFR/LAC, 2007-2008

116 OUEDRAOGO, Brigitte Amelie

Tony MORRISON’s quest for black identity in The Bluest Eye (CILAM)

FLASHS, 1995

117 OUEDRAOGO, Felicité

Man and the spirit world in traditional Igboland. (LAA)

INSULLA, 1988

118 OUEDRAOGO, Georges

The Biafran war in Cyprian Ekwensi’s Survive the Peace . (LAA)

FLASHS, 1994

119 OUEDRAOGO, Jean The Christian vision in NGUGI’s A Grain of Wheat, and Petals of Blood. (LAA)

INSULLA, 1988-1989

120 OUEDRAOGO, Mamouna.

Culture handling in E.F.L and E.S.L textbooks: a comparative study. (LING)

FLASHS, 1999

121 OUEDRAOGO, Mariam

Naturalism in Native Son by Richard WRIGHT. (CILAM )

FLASHS, 1993

122 OUEDRAOGO, Monique

The trickster in Efua SUTHERLAND’s The Marriage of Anansewa , and Wole SOYINKA’s The Trials of Brother Jero a comparative study. (LAA)

INSULLA, 1988-1989

123 OUEDRAOGO, Nongodo Moumini

The image of the cowboy in the America mind (CILAM)

ESLSH, 1985

124 OUEDRAOGO, Oumarou

Vowel systems in welmer’s African language structures: A translation into French. (LING)

FLASHS, 1991-1992

125 OUEDRAOGO, Zama Rahamata

Teaching English as a Foreign Language(T.E.F.L):Methods of teaching

INSULLA, 1989



29

spoken English in secondary schools. (LING)

126 OUEDRAOGO, Issouf

Unemployment among blacks in the USA under the REAGAN administration. (CILAM)

INSULLA, 1989-1990.

127 OUEDRAOGO, Jeanne

The English vowels or “les voyelles de l’Anglais”. (LING)

INSULLA, 1991

128 OUEDRAOGO, Larba

The pessimistic vision of the hero in some African novels with special references to Things Fall Apart , Fragments and The Voice. (LAA)

FLASHS, 1992

129

OUEDRAOGO, Paule Leonie

The use of English conjunctions by secondary school in Burkina Faso: the case of fourth form students at Saaba. (LING)

UFR/LAC , 2001

130

OUIYA, Sibiri

The grain of imagery as a symbol of messianism in NGUGI’s A Grain of Wheat. (LAA)

INSULLA, 1990-1991

131 OUOBA, Siema Esther

The image of African-American women in modern American cinema. (CILAM)

FLASHS, 1996

132 OUOBA, Siema Esther M.B

The image of African-American women in modern American cinema. (CILAM)

FLASHS, 1997-1998

133 OUTTARA, Bibata Symbols in NGUGI’s A Grain of Wheat . (LAA)

INSULLA, 1990

134 OUTTARA, Zoumana

Mother image in Ngugi’s Novels and Short Stories. (LAA)

INSULLA, 1987-1988

135 PALE, Dommoun The consonants phonemes of Birifor and English. (LING)

INSULLA, 1987

136 PALME, Mougnou The image of intellectuals in African literature. (LAA)

INSULLA, 1987-1988

137 PARE, Alfred Roland

The nation of Islam and the issue of integration in the United States. (CILAM)

FLASHS, 1995

138 PASSYNYKABOU, Awolle Nadège.

The American society in Lewis’s Babitt. (CILAM)

FLASHS, 1998

139 PODA, Mouinessor Crime and Punishment in Charles Dicken’s novels with special references to The Adventure of Oliver Twis Bleak House (CLIB)

ESLSH

140 PODA,Michel The relationships between the Afro-American and his community in Ralph ELLISON’s Invisible. (CILAM)

INSULLA, 1987-1988

141 POYAN, Paulette Marie Bernadette

Conflicts in Maru : The private and the public domains. (LAA)

INSULLA, 1989-1990



30

142 ROAMBA, Soleymane

Challenges to the rehabilitation of African values in Ayi Kwei ARMAH’s Two Thousand Seasons. (LAA)

UFR/LAC, 2009

143 SAKO, Lassina Education of hearing-impaired children for integration in society. (LING)

INSULLA, 1989-1990

144 SANA,Ousmane The beggars in some Wole SOYINKA’s plays. The swamp Dwellers, Madmen and Specialists Opera Wonyosi

145 SANFO, Daouda Progress and stagnation in Wole SOYINKA’s works. (LAA)

INSULLA, no date

146 SANGUIN, Adama A contrastive analysis of interrogative sentences in Mooré and English. (LING)

UFR/LAC, 2001-2002

147 SANOGO, Zan The phonemes of Jula and English. (LING)

INSULLA, 1986-1987

148 SANOU, Alhassane Interrogation in SIABERE and English. A grammatical contrastive analysis. (LING)

149 SANOU,Dafla The effective use of the blackboard in the teaching of English as a foreign language with special reference to beginning students in Burkina Faso – 6ème to 4ème. (LING)

FLASHS, 1992-1993

150 SAVADOGO, Jean Marie

Designing a communicative syllabus for foreign learners of English: A focus on English for specific purpose learners such as Hotel receptionist and waiters. (LING)

ESLSH, 1984-1985

151 SAVADOGO,Mahamady

Mexican immigration to the United States,(CILAM)

UFR/LAC, 2008

152 SAWADOGO, Jean Baptiste

Life and violence in Alex La GUMA’s A Walk in the Night. (LAA)

INSULLA, 1987-1988

153 SAWADOGO, Lallé A contrastive analysis of French and English stress and intonation systems with relevance to the teaching of English phonology. (LING)

ESLSH, 1884-1985

154 SAWADOGO, Mamadou

Home coming in African Literature: The Example of Okava’s, Armah’s and Ngugi’s works (LAA)

INSULLA, 1988-1989

155 SAWADOGO,Raguili

Time in Wole SOYINKA’s writings with special reference to the Road, The Interpreters, The Strong Breed and A Dance in the Forest. (LAA)

ESLSH, no date.

156 SESSOUMA, Kologo School democratization in Burkina Faso: Nature and Problems. (LING)

INSULLA, 1990

157 SIDIBE, Dramane A contrastive analysis of adjectives in fulfuldé and English. (LING)

INSULLA, 1987



31

158 SIEHO,Jean The consonants of English and Bwamu.(LING)

INSULLA, 1988-1989

159 SILGA,Pierre Texts illustration and Motivation in first cycle classes of secondary schools in Burkina Faso. (LING)

ESLSH,1984

160 SOMA, Adama The importance of reading aloud in the learning process of English as a foreign language: a case study. (LING)

UFR/LAC, 2005-2006

161 SOMDA, Constant Allegory in Gabriel OKARA’s The Voice (LAA)

UFR/LAC, 2004-2005

162 SOMDA, Edmond Love and lust in Shakespeare’s drama. (CLIB)

ESLSH, 1981-1982

163 SOMDA, Koutié The handling of satire in Orwel’s Animal Farm and 1984: a comparative analysis. ()

INSULLA, 1991

164 SOMDA, Kpenpal Hermann.

Powers and conflits in OKARA’s The Voice and ARMAH’s The Beautyful Ones are not Yet Born and Fragments . (LAA)

INSULLA, 1990-1991

165 SOME, Batamaka The image woman in Isidore OKPEWHO’s The Victims (LAA)

FLASHS, 1994

166 SOME, Maximir The Political strategy of the missionaries in ACHEBE’s writings. (LAA)

INSULLA, 1988

167 SOME, Touorouzou The vision of tragedy in SOYINKA’s drama with special reference to KONGI’s Harvest Madmen and Specialist. Death of the King Horseman The Bacchae of Euripides. (LAA)

INSULLA, 1988

168 SOME,Gabin The Dagara poetry translated into English: the Dagara Dirge and its literary features. (LAA)

ESLSH, 1985

169

SORGHO, Edwige Caroline

The quest of cultural identity in African drama, with a special reference to the Dilemma of the Ghost by Ana Ata AIDOO; Edufa by EFUA; Sutherland and the Black Hermit By N’gugi Wa Thiong’o. (LAA)

FLASHS, 1999

170 SOW, Hadama The myth and rituals of Ogun in The Road: Dramatic expression and meaning. (LAA)

INSULLA, 1991

171 SOW, Kadiatou The critic of Puritanism in Hawthorne’s The Scarlet Letter (CILAM)

INSULLA, 1990-1991

172 TAMINI, Benjamin The importance of textbooks on the mastering of English by pupils of first year secondary schools. (LING)

UFR/LAC, 2005-2006

173 TATIETA,Agathe Michèle

The impact of Puritanism on the American society. (CILAM)

FLASHS, 1994

174 THIOMBIANO, Boubakar

The role of games in language teaching and learning, with specific reference to the teaching and learning of English as a second or a foreign language. (LING)

INSULLA, 1989



32

175 THOU, Theophane Marie Abel

The frontier and the American dream. (CILAM)

ESLSH, 1984-1985

176 TIEMTORE, Toussaint

Harmony in traditional African society as portrayed by Ola ROTIMI in The Gods are to Blame. (LAA)

UFR/LAC, 2006-2007

177 TIENIN, Belibi René Evaluating text book for more communicative efficiency: Specific case of English for second year. (LING)

UFR/LAC, 2005-2006

178 TINDANO, Sébastien

An Apocalyptic Reading of Robert Serumaga’s Return to the Shadows (LAA)

UFR/LAC 2005-2006

179 TINDO, Yeteban Ernest

English and Bwamu Laa verb phrases: A contrastive analysis. (LING)

UFR/LAC, 2008

180 TOBENE, Tormian Marady

The study of consonantal interferences in of Ngambay-Moundou and English. (LING)

181

TOE, Julbert

A need analysis of English for specific learners: The case of the business students at the “lycéé Technique de Ouagadougou”. (LING)

FLASHS, 1992

182 TOE, Perpetue Disillusionment in Ayi Kwei ARMAH’s The Beautyful Ones are not yet Born , Fragments and Kofi AWOONOR’s This Earth, my Brother . (LAA)

INSULLA, 1990-1991

183 TOUGMA, Hermann

Marriage and gender related issues in some Igbo novels. (LAA)

UFR/LAC, 2005-2006.

184 TOUGMA, Hermann

Marriage in the Igbo novel: from its emergence to the 1980’s. (LAA)

UFR/LAC, 2006

185 TOUGOUMA, Hyssé

Translation as an academic exercise: the case of “version” in the department of modern languages of the university of Ouagadougou. (LING)

UFR/LAC, no date.

186 TRAORE, SONDET Patrice

Tonis MORRISSON’s use of the environment in The Bluest Eye and Tar Baby (CILAM)

FLASHS,1994

187 TRAORE, Moussa The Piano as an African American dramatic heritage through a study of The Piano Lesson, A play by August Wilson (CILAM)

FLASHS,1994

188 TRAORE, Vlé A comparative study of the verb Phrase structure in English and Jula. (LING)

UFR/LAC, 2009-2010

189 WONONUAH, Godefred Farbesuor

A close scrutinity of madness in Kofi Awoonor’s This Earth my Brother and Ayi Kwei ARMAH’s Fragments. (LAA)

INSULLA,1989-1990

190 YALDIA, Geremie The Irish question: A descriptive analysis of the peace question (CLIB) “No date”

UFR/LAC

191 YAMEOGO,Moimini Maurice

Pair and group work organization: Possibilities of adaptation in Burkina Faso

INSULLA, 1990



33

secondary schools. (LING)

192 YAO, YDO Some fundamentals issues of foreign language testing. (LING)

INSULLA, 1988-1989

193 YAOGO, Noelie The past in Awoonor’s collection until the morning after. (LAA)

FLASHS, 1996

194 YAOGO, Noelie The past in AWOONOR’s collection until the morning after. (LAA)

FLASHS, 1996

195 YE,Luc Problems in teaching the pronunciation of English in Burkina Faso secondary schools and strategies to overcome these. (LING)

INSULLA, 1988

196 YOUBADE, Soma dit Koné

Some suggested strategies for the use of group work in the teaching of English to second cycle students in Burkina Faso secondary schools. (LING)

INSULLA, 1990

197 YUGBARE,Léa Ida Woumyam

Use of English in an international institution in a French speaking environment. A case study of WHO/OPAC and SIZ programmes. (LING)

UFR/LAC, 2005-2006

198 ZABRAMBA, Joachim

Satire in T.M.Aluko (LAA) ESLSH,1983-1984

199 ZANGA, Tasséré Georges

The pupils’ response to English teaching in the secondary schools of Burkina Faso. (LING)

INSULLA, 1988

200 ZERBO, Mahamoudou

History and perspective of the English language in Burkina Faso. (LING)

UFR/LAC, 2005-2006

201 ZERBO,Haoua A contrastive analysis of the consonants of San and English. (LING)

FLASHS, 1995-1996

202 ZOMODO, Sidpassaté Lucie M.A

Comparative study of Shakespearian and contemporary English on Morphological grounds. (LING)

UFR/LAC, 2006-2007

203 ZONGO, Alidou The United States policy toward Apartheid in the Reagan years (CILAM)

INSULLA,1991

204 ZOUBA, L. Michael Generic structure of Bissa Tales: a study of placement. (LING)

UFR/LAC, 2002-2003

205

ZOUNGRANA, Bernadine R.

The learning environments of English in Catholic private and public secondary schools in Ouagadougou: A case study of “college Wend Manegda” and “Lycée Philippe Zinda KABORE”. (LING)

UFR/LAC, 2005-2006

206 ZOUNGRANA, Laurent

Message and technique in ACHEBE’s Novels. (LAA)

INSULLA, 1988

207 ZOUNGRANA, Panimba Christophe Edgard

The world Bank and UNESCO in educational development of Burkina Faso. (LING)

INSULLA, 1987-1988



34

VIII. THE LANGUAGE LABORATORY

The language laboratory was an important tool in the training of the students. In fact it was

used for a program of practical classes of phonetics and phonology. There were series of

listening comprehension tasks of the English language. Students could listen to native speakers’

speeches and conversations. The laboratory was a teaching instrument for students to improve

their listening and pronunciation skills of the English language.

After many complaints made by the teachers of the English department, the university of

Ouagadougou got a partnership with a British company called CONNEVANS for the acquisition

of a language laboratory for the English department.

This first laboratory had been installed in 1978, but remained closed until the 1980 before

starting operating.

However the laboratory faced many problems due to the maintenance of the lab and also due

to the lack of spare parts of some laboratory devices. All these technical problems led to the

closure of the first language laboratory in 1990.

In 1991 another language laboratory was installed by the German Embassy for the students of

German and English. This latter lab also knew the same problems as the former one. The

increasing number of students in the years 2000, drew the University of Ouagadougou to the

building of another Language laboratory in 2005 to replace the existing one because it was old

and had a small size. It is also important to bear in mind that, since its installation in 2005 until

now in 2012, the new laboratory has not yet started working.

All students training works in laboratory have stopped in 2007.

IX. THE LANGUAGE IMMERSION TRIP TO GHANA

The English language immersion trip to Ghana was formerly part of the students training

programme. Only fourth year students could take part in that trip of one month and a half in

Ghana. The goal of this trip was to allow the students to practice the English language in a

social, professional and academic environment where it was widely used.

The organization of this trip has also encountered many problems and had been suspended by

the administration in 1995. However, after a long students strike at the UFR/LAC that lasted

four months in 2011, the English Department reinstituted the language trip to Ghana as part of

the training process. So, since 2012, English language immersion trips are organized for fourth

year students of the department.



35

X. RESEARCH PROCESS

X.1. THE SOURCES OF DATA

X.1.a. THE ORAL SOURCES

- Dr. Auguste ZOURE,

- Pr. Alfred KIEMA

- Pr Samuel MILLOGO

- Pr Pierre KOURAOGO

- Pr Mahamadou Sawadogo

- M. Noel OUEDRAOGO (Informaticien et premier technicien du laboratoire)

X.1.b. WRITTEN SOURCES

- Embroise ZAGRE : Regard sur l’enseignement superieur au Burkina Faso

- Mahamoudou ZERBO : History and Perspective of the English language in Burkina Faso

- Archives du department

- Wikipedia

X.2. DOCUMENTATION PLACES

- Office of the Head of department

- Central Library of the University of Ouagadougou

- Library of UFR /LAC

CONCLUSION

‘The best among you, is He, who reads the word of God and teach it to others’ This passage from the

Holy Book is also talking to you ‘dear Reader’ Thank you for reading the book, thank you for sharing and

discussing the content with others. As already mentioned in my introductory statements, I would be

very glad to see some new and update version of this current book. There is a lot to say about the

history of the English Department, the history of the University of Ouagadougou and the history of the

education system in Burkina Faso. As for this current project based on the English Department, the next

edition will comprise the academic results, the historical list of all the lecturers, the statistics concerning

the enrolments at the department.

short history of the departement of anglophone … · work. i would also like to thank my...

Documents