Policy Around the Teaching of English in Technical Education in Cameroon: Achievements, Issues, and Prospects From the Perspectives of Pedagogic Inspectors

Abstract

Investigating the teaching and learning of English as a Second Official Language (ESOL) in Cameroon through language laws and other official documents (like the syllabi) may contribute to the strengthening of the minority official languages and facilitate conversations on the current state of ESOL teaching and learning and on future strategies to improve its policy. Through interviews conducted with pedagogic inspectors, this study investigates the ESOL education policy in place at the Ministry of Secondary Education and its implementation in technical education schools. The Ministry’s determination to improve its ESOL programs shows the positive potential in the ESOL management in French Cameroon’s technical education. One important recommendation made insistently was the need for an approach focused on reorienting ESOL programs and teacher training for technical education.