Kuchah

English-medium instruction in an English–French bilingual setting: issues of quality and equity in Cameroon

ABSTRACT Despite its multilingual nature Cameroon’s educational system provides for full immersion into either French-medium or English-medium education from the first year schooling. Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system with the outcome being the implementation of various forms of bilingual education models across the country, including, in recent years, a dramatic rise in the number of children from ‘Francophone’ homes enrolling in English-medium schools. This paper examines this rising interest in English-medium instruction (EMI) in a country where French is still the language of political power and administration and where there is still very little evidence that even ‘Anglophone’ children sufficiently benefit from EMI. Drawing from an analysis of data collected from school children, parents, teachers and a school inspector, this article reveals existing complexities, challenges and possibilities arising from the current trend and presents a holistic picture of the realities of EMI in this immensely multilingual country.

From Bilingual Francophones to Bilingual Anglophones: The role of teachers in the rising 'equities' of English medium-education in Cameroon

In this chapter, I attempt to explain why English-medium (Anglophone) education is fast becoming the coveted medium of education for many Francophone children in Cameroon in spite of the existence of complex language ideologies and attitudes that represent Anglophones and ‘anglo-phonism’ as second class in a country dominated by Francophones and a political system that is hugely borrowed from, and influenced by, France. I begin by exploring the historical foundations and linguistic heritage of the country, setting the pace for an understanding of the paradoxical shift in interest from French-medium education to English-medium education. Then I examine the literature on the role and importance of the English language today, as well as on language motivation and choice, followed by presenting and analysing data collected through school-based observations as well as interviews with Anglophone teachers and ‘Francophone’ children (and their parents) pursuing English-medium education.

Developing as a Professional in Cameroon: Challenges and Visions

This chapter presents an analysis of dialogic features of a group of teachers’ exploratory talk. Its aim is to provide an illuminative account of two related processes evident in this distinct professional discourse. The first process is at the level of individual understanding, where teachers articulate ideas, thoughts and concepts. The second process is at the level of group understanding, where the nature of the group’s discourse is considered and commented on. This shared understanding develops over time. The chapter argues that both these processes are dialogic and that metaphor plays a key role in each process. Data extracts are provided to demonstrate how metaphor plays this important dialogic role.

Learner autonomy in developing countries

Learner autonomy may have special relevance now in developing countries, where a dissonance often exists between what formal education offers and what many learners want or need. Globalization and its technologies are providing new means of accessing knowledge, but school language lessons remain largely unchanged. Almost by default, successful language learners in developing country contexts are autonomous learners who can exploit out-of-school resources, while some of the most effective pedagogy involves promoting autonomy as a means of confronting low-resource challenges. This chapter argues for more research into both these phenomena, in order to increase understanding of them and to enable identification of principles for practice. It also emphasizes the need for such research to be conducted with and by local teachers and learners.