Professor Daniel A. Nkemleke

Chair, English Language & Linguistics

Ecole Normale Supérieure

University of Yaoundé I

Email: nkemlekedan@yahoo.com

Tel.: (+237) 677-899-670

P.O.Box 8036 Yaoundé

Short CV

Detailed CV

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Name: Daniel A. Nkemleke, Professor

Personal details

University Affiliation	Ecole Normale Supérieure (ENS), University of Yaoundé I (UYI)
Academic Grade	Full Professor in English Language & Linguistics, since May 2015
Administrative Position	Head of Department of English, since 2017
Postal Address	8036 Yaoundé, Cameroon
Mobile	(+237) 677 – 899 – 670
Website	www.academicwriting-network4africa.org

 

Highlights

• Has over 35 publications in refereed journals, book chapters etc.
• Is a Humboldt Alumni Prize Award Winner for Innovative Research Initiative in 2014
• Is a Georg Forster Research Fellow of the Alexander von Humboldt Foundation (first sponsorship 2006-2008, subsequent return stays: 2011, 2013, 2016, 2019 fc)
• Is a William Fulbright scholar, University of Massachusetts at Boston, USA (2010-2011)
• Coordinates a network of scholars and junior scientists in 5 African countries (Cameroon, Nigeria, Ghana, Kenya, Tanzania) with Germany which aims to mentor junior scientists in the Humanities in project writing and publication
• Is a member of the Faculties of Arts/Humanities Scholars Association of Nigerian Universities (FAHSANU), with Head Quarter at the University of Calabar, Nigeria
• Is director of the corpus linguistic project for Cameroon since 2000
• Is member of Quality Assurance Commission for ENS of the University of Yaoundé I, since 2013
• Is Editor-in-Chief a peer-review journal: Review Syllabus of ENS Yaoundé since 2009
• Is a member of the Scientific Committee responsible for promotion of university staff
• Has given academic lectures in Cameroonian, Nigerian, European and North American universities
• Has over 25 years of experience in English teaching/research, 18 of them at university level

Education

2003	PhD Degree in English Language & Linguistics, UYI
1993	D.E.A. (Diplôme d’Etudes Approfondies) Degree in English Language & Linguistics, UYI
1992	DIPES II (a Diploma in English Language Teaching, ENS, UYI)
1991	Maîtrise Degree in English Language & Linguistics, UYI
1990	B.A. Degree in English Language & Linguistics, UYI

Promotion profile in the university

2000	recruited as assistant lecturer
2003	defended a PhD thesis
2004	promoted to senior lecturer
2008	promoted to associate professor
2015	promoted to full professor

 

International Grants/Awards

2006-2008	Goerg Forster postdoctorale research fellowship of the Alexander von Humboldt Foundation, Germany
2011	Return stay, Chemnitz University of Technology, Germany
2013	Return stay, Chemnitz University of Technology, Germany
2014	Humboldt Alumni Network for Innovatve Research Initiative
2016	Return stay, Chemnitz University of Technology, Germany
2019 fc.	Return stay, Chemnitz University of Technology, Germany
2010-2011	J. William Fulbrigt Senior African Grant, USA
2016-2021	European Research Council Consolidator Grant with PI in Warsaw, Poland

 

Research and publications

 

Monographs
2016	Schmied. J. & D. Nkemleke (eds.). Academic Writing across Disciplines in Africa: From Students to Experts. Gottingen: Cuvillier.
2011	Nkemleke, Daniel. Exploring Academic Writing in Cameroon English: A corpus-based perspective. Gottingen: Cuvillier.
Articles in refereed journals and book chapters
2018	Nkemleke, Daniel. Practical Corpus Linguistics: designing and exploiting a written corpus for research with reference to Cameroon English. In Esimaje, A., Ulrike, Gut & Bassey, A. (eds.) Corpus Linguistics and African Englishes, John Benjamins Publishing, 165-182.
2018	Nkemleke, Daniel. Modality, Hedging and Nominalization in Cameroon, East Africa and British English from a Corpus Linguistic Perspective. In Afutedem, L., Nkwetisama, & Fai Tarka, G. (eds.), Language and Literature Sciences in Contemporary Cameroon and Commonwealth, 148-170.
2016	Nkemleke, Daniel. Analyzing research article introductions in the humanities using the CARS Model: How genre knowledge can enhance academic writing skills of junior scientists. In Schmied J. & D. Nkemleke (eds.) Academic writing across disciplines in Africa: From Students to Expert, Gottingen: Cuvillier,35-58.
2015	Nkemleke, Daniel. Computer corpora in English language research and pedagogy with reference to the corpus of Cameroon English. Syllabus Review, vol. 6(2), 93-120
2014	Nkemleke, Daniel. Researching the research paper in Cameroon English. Brno Studies in English, vol. 40(1), 175-203.
2013	Nkemleke, Daniel. Towards a corpus-based methodology for contact linguistics: investigating variation in African Englishes. In Akande A. T. & Taiwo, R. (eds.), Contact Linguistics in Africa and Beyond. New York: Nova Science Publishers, 41-59.
2012	Nkemleke, Daniel. Variation in written discourse: comparing Cameroonian, East-African and British English on the basis of text corpora. Language Forum, vol. 38(1), 23-39.
2012	Nkemleke, Daniel. The expression of modality in Cameroon English. In:  E. Achimbe, (ed.) Language Contact in a Postcolonial Setting: The Linguistic and Social Context of English and Pidgin in Cameroon. Berlin: Mouton de Gruyter, 29-62
2012	Nkemleke, Daniel. A corpus-based investigation of lexical bundles in students’ dissertations in Cameroon. Syllabus Review 3 (1), 1–20.
2011	Nkemleke, Daniel. Assessing a culture of religious devotion in Cameroon: Comparing word frequencies in the corpus of Cameroon English with reference to the London/Oslo-Bergen (LOB) corpus.  Journal of Language and Culture vol. 2(1), 6-14.
2011	Schmied, Josef & Nkemleke, Daniel. Reference, Coherence and Complexity in Students’ Academic Writing: Examples from Cameroon and East-Africa corpus.  Indian Journal of Applied Linguistics, vol. 37 (2) 19-44.
2010	Nkemleke, Daniel. Cameroonian and foreign scholar’s discourse: the rhetoric of conference abstracts”. World Englishes 29 (1), 173-191.
2010	Schimed, Josef & Nkemleke, Daniel. Prepositions in Cameroon and Kenyan English: Corpus-linguistic comparisons of simplification and expressivity. Review Syllabus, vol. 1 (2), 31-48.
2010	Nkemleke, Daniel. Methodological issues in the teaching and learning of English as a foreign language”. Journal of Educational Reforms vol. 3(1), Yaoundé: CIPCRE, 10-25.
2009	Nkemleke, Daniel. Frequent collocates and major senses of two prepositions in ESL and ENL corpora”. Indian Journal of Applied Linguistics vol. 35 (2), 69-85.
2009	Nkemleke, Daniel. Review of Jean Paul Kouega’s A Dictionary of Cameroon English. English World-Wide: A Journal of Varieties of English 30 (3), 338-343.
2008	Nkemleke, Daniel. Milestones in the corpus of Cameroon English: research possibilities in an ESL Context. Annals of the Faculty of Arts, Letters & Social Sciences. (Special edition: Festschrift in honour of Professor Paul Mbangwana University of Yaoundé I Press, 173-188
2008	Nkemleke, Daniel. Modality in novice academic writing: the case of African and German university students. Research in English & Applied Linguistics REAL 4: English Projects in Teaching and Research in Central Europe. Göttingen: Cuvillier, 43-64.
2008	Nkemleke, Daniel. Frequency and variety of if-constructions in Cameroon English. English Studies and Language Teaching. Plzen: University of West Bohemia, 27-40.
2008	Nkemleke, Daniel. Please-request in Cameroonian and Kenyan private (social) letters. Discourse Interaction 1(2). Brno: Masaryk University, 63-74.
2007	Nkemleke, Daniel. Frequency and use of modals in Cameroon English and application to language education. Indian Journal of Applied Linguistics, vol. 33(1), 87-105.
2007	Nkemleke, Daniel. Frequency and use of modals in Cameroon English. Lagos Papers in English Studies, vol. 1(2), 47-61.
2007	Nkemleke, Daniel. “You will come when?” The pragmatics of certain questions in Cameroon English. The English Linguistics, vol. 2(1), 128-142.
2006	Nkemleke, Daniel. Some characteristics of expository writing in Cameroon English. English World-Wide: A Journal of Varieties of English vol. 27 (1), 25-44.
2006	Nkemleke, Daniel. Nativization of dissertation acknowledgements and private letters in Cameroon.  Nordic Journal for African Studies. vol. 15(2) 166-184.
2005	Nkemleke, Daniel. Must and Should in Cameroon English. Nordic Journal for African Studies, vol. 14 no. 1, 27-67.
2004	Nkemleke, Daniel. Job applications and students’ complaint letters in Cameroon. World Englishes, vol. 23 (4), 600-611.
2004	Nkemleke, Daniel. Context and function of Need and Be able to in Cameroon English”. Indian Journal of Applied Linguistics, vol. 12 (2) , 23-34.
2004	Nkemleke, Daniel. A corpus-based study of the modal verbs in Cameroonian and British English”. CASTALIA: Ibadan Journal of Multicultural & Multidisciplinary Studies, vol. 1(19)1-23.
2001	Nkemleke, Daniel. with Paul Mbangwana) The modals of obligation and necessity in Cameroon English. CASTALIA: Ibadan Journal of Multicultural & Multidisciplinary Studies, vol. 6, 1-14.
Contribution in an Encyclopaedia
2006	Nkemleke, Daniel. Technology and the English language. The Encyclopaedia of the Arts, vol. 4(1). Faculty of Arts, Lagos State University, 12-21.
2006	Nkemleke, Daniel. Clause types in English. The Encyclopaedia of the Arts, vol. 4 (3) Faculty of Arts, Lagos State University, 216-221.
Manual and major research
2008	Nkemleke, Daniel. Manual of information to accompany the corpus of Cameroon English. Department of English, Chemnitz University of Technology, Germany: 47 pages.
2003	Nkemleke, Daniel. A corpus-based study of the modal verbs in Cameroon written English. Unpublished PhD thesis. University of Yaounde I.
Book reviews
2015	Nkemleke, Daniel (2015). Review of: Jan Chovanec (ed.-in-chief): Brno Studies in English. Written Academic Discourse: Anglo-American Traditions in the European Context vol. 38, No. 2, 2012, Masaryk University. Paperback, ISBN 0524-6881, 173 pp. In: REVIEW SYLLABUS, Vol. 4 (1), 2015
2009	Nkemleke, Daniel (2009). “Review of Jean Paul Kouega’s A Dictionary of Cameroon English. English World-Wide: A Journal of Varieties of English 30 (3), 338-343.
International Conferences
2018	(Sept. 30 – Oct. 6), participated as a facilitator at a Volkswagen-sponsored International Summer School in Digital Humanities, University of Lagos, Nigeria
2018	(May 28- June 2), participated at a Volkswagen-sponsored International Workshop on Academic Writing for Young Academics in Africa at the Benson Idahosa University, Benin City, Nigeria
2018	2018 (May 14-20), participated and presented a paper at a European Research Council-sponsored International Workshop at the Faculty of “Artes Liberales”- Centre for Studies of Classical Antiquity (OBTA) in Warsaw, Poland under the theme: Our Mythical Workshop II, The Present Meets the Past.
2017	2017 (May 15-21), participated and presented a paper at a European Research Council-sponsored International Conference at the Faculty of “Artes Liberales”- Centre for Studies of Classical Antiquity (OBTA) in Warsaw, Poland under the theme: Our Mythical Hope in Children’s and Young Adults’ Culture: The (In) efficacy of Ancient Myths in Overcoming the Hardship of Life.
2016	2016 (May 12-16), participated and presented a paper in an international conference at the Faculty of “Artes Liberales”- Centre for Studies of Classical Antiquity (OBTA) under the theme: Chasing Mythical Beasts… The Reception of Creatures from Graeco-Roman Mythology in Children’s & Young Adults’ Culture as a Transformation Marker
2016	2016 (June 1-5), participated in an international conference in TU Chemnitz (Altes Heizhaus) on “Crisis and New Regionalisms in Europe II: Emergency Diasporas and Borderlands
2016	2016 (April 6-9), participated in a conference on Cultural Studies organized in the University of Yaoundé I, jointly funded by the Humboldt Foundation and the DAAD
2014	2014 (November 14-20), participated in an e-learning training seminar in Stuttgart, Germany.
2013	2013 (July 19-21), participated and presented a paper in an English Language Colloquium in TU-Chemnitz on the theme. Culture in Language, Academic Writing, Variation in Research)
2013	2013 (June 4-7), participated at an Annual International Meeting of the AvH in Berlin
2012	2012 (Nov. 5-9), participated at an e-learning international seminar at Stuttgart Germany
2011	2011: participated in 03 e-leaning seminars organised by the Humboldt Association of Cameroon and funded by the DAAD, grouping scholars from Germany, S. Africa, Kenya and Cameroon
2008	2008 (May), participated at the 1st Humboldt Kolleg in Yaoundé under the theme: “E-Learning, Research-Development in Cameroon: Challenges and Perspectives”
2007	20007 (June) participated at Annual International Meeting of the AVH in Berli
2007	2007 (September), presented a paper (with Professor Josef Schmied) at the 13th Annual Conference of the International Association of World Englishes (IAWE) University of Regensburg
2007	2007 (May) participated in a conference on “English Projects in Teaching and Research in Central Europe” in Freiberg, Germany
2007	2007 (June) participated at an Annual International Meeting of the AVH in Berlin
2006	2006 (May), participated in a pedagogic forum at the Pedagogická Fakultá of the University of Masarykovy in Brno, Czech Republic on “Coherence and Complexity in Teaching”
2005	2005 (June), participated in an international conference in Yaoundé under the theme “Language, Literature and Identity

 

Network/Projects

• Co-ordinates the activities of AfriG-CAWE (African/German Network for Academic Writing Excellence: advising junior scientists in the Humanities on project writing and publication, in view of preparing them for Humboldt scholarship. Network members are in six countries: Germany, Cameroon, Nigeria, Ghana, Kenya, and Tanzania.
• Coordinates the African research component of the ERC (European Research Council) Grant Consolidator Project, with the PI (Principal Investigator) in the University of Warsaw, Poland. This project aims to build an on-line database of the reception of Classical Antiquity in the literature for Children and Young Adults, as part of a world-wide bank of Antiquities including African Mythology and Folk-Tales.
• Has compiled the Corpus of Cameroon Written English (800,000 words)—a first generation corpus for Cameroon. The database is being used for research, language teaching and textbook writing in Cameroon
• Has compiled ICE (International Corpus of English)-CAM (Cameroon)—a second generation corpus for Cameroon English (400,000 words)
• Has compiled other specialised academic corpora on which my book is based on (1,000,000 words). This database is the material for the book: Exploring Academic Writing in Cameroon English (Nkemleke, 2011). The project was funded by the Humboldt Foundation.
• Has compiled a corpus of spoken academic texts (40,000 words) with funding from Fulbright Foundation in the US. The work was done in the University of Massachusetts at Boston (2010)

 

Some students’ projects supervised in recent years

• A genre analysis of book blurbs in Cameroon English (Fornkwa Marcel Jaff, PhD-completed)
• Email English in Cameroon and British English (Camilla Arundie, PhD-completed)
• A discourse analysis of students essays (Julius Kum, PhD-completed)
• A linguistics analysis of dissertations acknowledgements in Cameroon (Mary Shey, PhD-ongoing)
• An assessment of the objectives of the special bilingual education programme seven years on: case study of Terminal and Upper Sixth students in three schools in Yaoundé (DIPES II, Armelle Cedia Fondap Sienkep)
• An investigation of classroom practice in some secondary schools in Yaoundé: the case of GBHS Mendong and collége de la Retrait (DIPES II, Flora Tcheto Tchito)
• The impact of social media on students’ language awareness and performance in collége de la Retrait and college St. Benoit Yaoundé (DIPES II, Elise Solange Maga)
• Retorical moves in the essays of students in Ecole Normale Supérieure, Yaoundé (DIPES II, Julius Nkemungwe)
• The attitude of Form Four students of GHS Nkor Noni towards the English language (DIPES II, Botashe Kiya)
• A preliminary assessment of the implementation of English in high schools in Cameroon with reference to Yaoundé (DIPES II, Paula Nfor Biyeh)
• Text organisational strategies in students’ essays: the case of LMA IV students of ENS Yaoundé-2002-2005 (Nancy Ayeah Ghea, DIPES II)
• Research trends in English language studies in the department of English of ENS Yaoundé from 1978-2009 (Alfred Che, DIPES II)
• Problems faced by BIL 1 students of ENS Yaoundé and LMA students of the University of Yaoundé I in academic writing (Mirabelle Agbor Manyi, DIPES II)
• Acquisition and development of English language skills via pop music: case study of Lycée de Mendong and Lycée de Biyem-Assi (Agnes Christiane Nelle Ebongue, DIPES II)
• Attitudes of undergraduate students of the department of English of the University of Yaoundé 1 towards reading (John Ngalim Ngo, DIPES II)
• Teachers’ and students’ attitude towards Camfranglais: asset or liability to EIL and ELT (Anna Ekwoge, DIPES II)
• Tense and aspect usage in the essays of Troisieme students of GBHS Etoug-Egbe and GHS Mendong (Celine Fri Ndanjem, DIPES II)
• Problems of cohesion and coherence in EFL learners writing: the case of Terminale A4 Espagnol and Allemand students of two schools in Yaoundé (Patience Ggogho Kisob, DIPES II)
• Problems of language and expressions in the essays of  BIL I students of ENS Yaoundé (Jeanne Peh Francoise)
• The misuse of punctuation by bilingual IV students of ENS Yaounde (Joan Agbor Tabi)
• An evaluation of the practices of English for specific purposes in the Faculty of medicine and biomedical sciences, Yaoundé (Marie Josepf Efilla, DIPES II)
• The expression of stance in the essays of LMA V students of ENS Yaoundé (Suzane Pone Matsi, DIPES II)
• Selling the book or selling the author? a genre analysis of book blurbs (Fiona Chindo, DIPES II)
• Orality And Literacy In Cameroon E-mail Discourse (Camilla Arundie, DIPES II)
• Beyond General English: The Need For a harmonized Programme and assessment at the GCE Advanced Level (Dorothy Tancho, DIPES II)
• Problems of preposition usage by Francophone learners of English as a foreign language: the case of Terminale students in LBA & Lycée General Leclerc (Charles Dayang, DIPES II)
• Some Grammatical problems in the essays of Francophone students of the science classes in ENS Yaoundé (DIPES II)
• A Comparative analysis of the GCE O/L & the Probatoire A, B, C, D English language examination papers from 2000 – 2004 (DIPES II)
• The impact of the target culture on the teaching of English as a foreign language: the case of some selected schools in Yaoundé (DIPES II)
• Code switching & cCode Mmixing in John Nkemngong Nkengasong’s Across The Mongolo & Charles Alobwede D’Epie’s The Death Certificate (DIPES II)
• An investigation into the use of the present perfect tense by Terminale students in selected schools in Kribi (DIPES II)
• The perceptions and attitudes of parents, teachers, students and national pedagogic inspectors of English expression towards the introduction of Spanish & German in the curricular of Anglophone secondary schools in Cameroon (DIPES II)
•  Interference difficulties faced by Anglophone Fulanis of the North West Province of Cameroon learning English as a second language (DIPES II)
• Some characteristics of undergraduate essays at the University of Yaoundé I (DIPES II)

He heads the African team (headquarter in Cameroon) of researchers involved in a European Research Council (ERC) Project (2016-2021)—a consortium of five universities—Our Mythical Childhood (OMC), which aims at writing survey entries for Children and Young Adults’ Literature and Cultures, including Myths across Africa. The Principal Investigator (PI) is based in Warsaw, Poland.

My current research involves exploration of English second language databases in comparison to other academic databases of experts’ writers in English, using  software (corpus linguistics), and how this can be used as a basis for academic writing instruction in tertiary education. My teaching and mentorship activities centre on junior scientists in the humanities, who struggle with international publications and project writing at various levels. We run an International Network of Academic Writing Excellence involving colleagues and students from universities in five African countries (Cameroon, Nigeria, Ghana, Kenya, and Tanzania) and Germany, in which we mediate their texts, provide information on conferences and publication outlets at national and international level.