Policy around the teaching of English in technical education in Cameroon: achievements, issues, and prospects from the perspectives of pedagogic inspectors

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dc.contributor.authorTakam, Alain F.
dc.contributor.authorFasse, Innocent M.
dc.date.accessioned2024-05-28T23:29:42Z
dc.date.available2024-05-28T23:29:42Z
dc.date.issued2023
dc.descriptionOpen access article. Creative Commons Attribution 4.0 International license (CC BY 4.0 DEED) applies
dc.description.abstractExamining the teaching and learning of English as a Second Official Language (ESOL) in Cameroon through language laws and other official documents (like the syllabi) in terms of their actual implementation is an important step in the development of ESOL education. Such investigations 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, especially in technical education, a field that has so far been grossly under-researched. Through interviews conducted with pedagogic inspectors, this study, unlike most studies mentioned above, 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. However, new proactive approaches are needed in the future. One important recommendation made insistently was the need for an approach focused on reorienting ESOL programs and teacher training for technical education.
dc.identifier.citationTakam, A. F., & Fasse, I. M. (2023). Policy around the teaching of English in technical education in Camerooon: Achievements, issues, and prospects from the perspectives of pedagogic inspectors. SAGE Open, 13(4). https://doi.org/10.1177/21582440231215851
dc.identifier.urihttps://hdl.handle.net/10133/6757
dc.language.isoen
dc.publisherSage
dc.publisher.departmentDepartment of Modern Languages and Linguistics
dc.publisher.facultyArts and Science
dc.publisher.institutionUniversity of Lethbridge
dc.publisher.institutionUniversity of Douala
dc.subjectEnglish as Second Official Language
dc.subjectFrench-English official bilingual policy
dc.subjectTechnical education
dc.subjectPedagogic inspectors
dc.subjectEnglish for Specific Purposes
dc.subject.lcshEnglish language--Study and teaching--Cameroon
dc.titlePolicy around the teaching of English in technical education in Cameroon: achievements, issues, and prospects from the perspectives of pedagogic inspectors
dc.typeArticle
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