ASSESSMENT OF ENGLISH LANGUAGE TEACHING/LEARNING IN CAMEROON BILINGUAL SCHOOLS: A CASE STUDY OF TWO HIGH SCHOOLS

Abstract

Our dissertation is in the field of education and linguistics and is analytical in that it analyzes and evaluates the teaching and learning of English in bilingual schools in Cameroon. We focused on this topic not only because it is a topical issue, but also because of the linguistic diversity in Cameroon and the poor performance in English of many students in examination classes in recent years. Following both a qualitative and quantitative approach, our double questionnaire with 57 students and 21 teachers from two target colleges yielded a good number of responses to our questions. In general, we found that English continues to be heavily influenced by French in schools due to its numerical superiority, but that French, local languages, and lingua francas (Cameroon Pidgin English and Camfranglais) also impede the development of English and its learners. Also, the pedagogical environment is not always conducive, the tools are lacking even if the school book remains adequate with qualified teachers