Student, parent, and teacher attitudes to, and practices of, English Language teaching and learning in Cameroon: A focus on Technical Education

Innocent Mbouya Fasse, Alain Flaubert Takam


The purpose of this study is to examine the current practices, difficulties and impacts of English and second official language (ESOL) teaching and learning in secondary schools in Cameroon. It investigates the perceptions and attitudes of students, teachers and parents towards the teaching and learning of ESOL, including prevailing teaching and learning practices. The ultimate goal of this study is to identify areas of concern and propose remedial solutions. Responses of students, parents, and teachers of four education institutions (including two technical high schools and two general high schools) to questionnaires have provided data for the study. Such responses offered insights into the current situation in Cameroon’s ESOL, as well as into the possible utility of, and desire for, the development of ESOL courses aimed at students learning in technical schools.


English as second official language (ESOL); English for specific purposes (ESP); Cameroon technical education; Perceptions and attitudes; Language management


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