A Probe into the Effectiveness of English Teaching in Cameroon: Theoretical and Practical Considerations

Abstract

Previous studies have attempted to account for CamE speakers’ performance by such phenomena as Cameroon’s very rich language ecology and nativisation regarded as a hallmark of New Englishes. This paper takes a rather different stance, though. It argues that CamE speakers’ failure to measure up with other L2 English varieties and even some L3 speakers can best be explained by fashions in language teaching, the education system, learners’ zeal as well as the learning milieu. The paper basically argues that CamE speakers have low language proficiency (compared to other like speakers) due to the ineffectiveness of English language teaching in Cameroon schools. The paper closes on appealing for a change in teaching practices. In that respect, it makes useful suggestions to ELT actors, which suggestions aim for changing the prevailing situation.