Njwe Eyovi
(University of Bamenda, Cameroon)

 

 

Abstract: This paper investigates challenges encountered in teaching English as well as learning the language by francophone secondary school students in the rural areas of Cameroon. In this study, thirteen rural secondary schools located in six francophone regions were investigated, whereby attempts have been made to high light the problems faced by teachers and students alike. In this work, Schumann’s Acculturation Model and Krashen’s Acquisition-Learning hypothesis are presented and both are related to the process of learning English by the subjects in this investigation. Furthermore, there is an investigation of the communicative Language Teaching approach prescribed by the government to be used to facilitate learning and address pedagogic anomalies. Findings reveal amongst others that these students’ poor performances in English examinations and low proficiencies in the use of English, derive from poor teaching and learning processes, socio cultural, linguistic and context related issues. Proposals and recommendations are made in a bid to ameliorate the situation.

 

Key words: English language learning, English language teaching, francophone, rural areas, official
bilingualism