What English for the Cameroonian Classroom Today?

Abstract

The linguistic imperialism of the English language across the globe and the consequent adoption of various identities has plunged the L2 speaker and learner into a kind of bewilderment, owing to the difficulty in choosing the variety of English to use. This article examines the foregoing question with the specificity of the ESL acquisition context in Cameroon. To a common user of English, the question of variety may sound inconsequential. However, the pedagogue finds this question primordial given his status as the beholder of the linguistic etiquette in the classroom context. The survey research design is used to sample opinions of 60 ESL teachers within the North West Region of Cameroon on this question. According to the findings, the choice of CamE is related to its simplicity and closeness to the learner"s social realities, whereas the choice of BrE is based on the necessity to meet the exigencies of the global village. AmE is rejected on stereotypical bases, with the claim that the variety is related to youthful language imbedded with crime oriented undertones. Statistically speaking, CamE should be used in the classroom, but given that language revolves around a plethora of other sociolinguistic intricacies, it is necessary to consider the challenges of codification and documentation raised by previous researchers. However, there is need for a take off point.

Languaging ethnicity and decolonising language ideologies in Cameroon contemporary urban music

“…This is the variety teachers are expected to teach their learners. In Cameroon, therefore, the expression English language is equated to British English even though American English has also established its tentacles in the country (Mbibeh, 2013).…”

“…With the emergence of New Englishes Cameroon has also established its standard or mainstream for the language. Despite numerous articles and books published on Cameroon Standard English, this variety is yet to be integrated into the language teaching and learning practices in the country (Anchimbe, 2009;Ngeufac, 2005Ngeufac, , 2008Mbibeh, 2013). There is a debate as to the use and attitude of Cameroonians towards Cameroon English.…”

Teaching a Standard Variety of English or a Local Standard: The Case of Cameroon

“…Many Cameroonian TESOL professionals and scholars in New Englishes (Atechi 2008;Ngefac 2010;Mbibeh 2013) advocate a pedagogy based on the local variety of English. For instance, Ngefac (ibid) holds that "phonological features that can easily be promoted in the ELT industry in Cameroon through pedagogic efforts are those rooted in the sociocultural and pragmatic realities of the speakers".…”