Language policy and planning for education in Cameroon and Nigeria

Abstract

The prevailing language-in-education situation on African continent has long being failing majority of its educators, teachers and learners. This could be observed and measured with a serious consideration of high rate of drop-outs, low learner participation and general poor academic performance and results (Obanya, 2009). Nothing much cogent, positive, progressive and encouraging could be discussed when there is a serious assessment of what most African countries have achieved in education as a result of poor language policy and planning in education. Most policy statements and practices are mere illusions that could not be actively implemented for functional and dynamic educational system. This paper delves into the consideration of language policy and planning for education in Cameroon and Nigeria: and trend, issues, prospect, problems and likely solutions to language problems in education are in consideration.