Investigating Aspects of English Language Learning in Francophone sub-system of education in Cameroon: The Case of Selected Practising Primary Schools of the West Region

Abstract: The current study analyses the problem of the inappropriate mastery of the English Language by Francophone primary school pupils upon graduation. In fact, it has been remarked that primary school leavers have very low proficiency in English contrary to the objectives and expected results outlined in the English syllabus. Data were collected from 851 pupils in 12 Government Practising Primary Schools (GPPS), added to the researcher school and classroom observations. Data were analysed using a two-step approach: some data from questionnaires and observations were analysed using the descriptive statistical method, non-statistical data were organised in terms of emerging themes. Findings show that regardless of motivation, pupils leave primary schools with inappropriate reading, writing, speaking, listening and grammar and vocabulary skills in English. The problem lies, inter alia, on the wrong management of the pupils’ sociolinguistics and environmental backgrounds; teachers training and proficiency in English; inappropriate teaching methods/approaches and the classroom process as well as inadequate infrastructural settings for ELT[1] and ELL[2]. The study therefore recommends a socially-adapted and culturally-responsive approach for teaching English to Francophone primary school pupils in Cameroon. [1] ELT: English Language Teaching [2] ELL: English Language Learning