A SOCIOLINGUISTIC ANALYSIS OF ENG 100 AT THE UNIVERSITY OF BUEA: IMPLICATIONS FOR ENGLISH LANGUAGE DEVELOPMENT WITHIN CAMEROON'S BILINGUALISM FRAMEWORK

This study examines the transition from the two-semester English language programme (ENG101/102, 4 credits) to a single-semester course (ENG100, 2 credits) at the University of Buea, Cameroon. Within the context of Cameroon's constitutional bilingualism framework and the Education Orientation Law No. 98/004 of 1998, this study investigates whether the compressed programme adequately supports English language development for students at the country's flagship English-medium university. As the serving coordinator of the ENG100 programme (2025-2026 cademic year), the researcher brings insider knowledge of implementation challenges while maintaining scholarly rigour through systematic data collection and analysis. Drawing on instructor reports, class attendance data, and analysis of infrastructural and administrative challenges, the study reveals significant implementation problems including delayed course commencement due to poor freshman orientation, severe classroom shortages (one 250-seat amphitheater for 8,000-12,000 students), and instructor dissatisfaction stemming from unclear governance structures and payment irregularities. Attendance records show extreme variability, with classes ranging from 0 to 300 students, suggesting systemic failures in course organization. Grounded in language policy implementation theory and Ruiz's language-as-resource orientation, the findings indicate that reducing course duration and credit value while simultaneously facing logistical and administrative challenges undermines the programme's effectiveness in developing English language competency. The paper argues for a reconsideration of this approach, particularly regarding content coverage and skills development, to ensure compliance with national bilingualism mandates and adequate preparation of students in English as an official language of Cameroon.