Abstract
In this chapter, I attempt to explain why English-medium (Anglophone) education is fast becoming the coveted medium of education for many Francophone children in Cameroon in spite of the existence of complex language ideologies and attitudes that represent Anglophones and ‘anglo-phonism’ as second class in a country dominated by Francophones and a political system that is hugely borrowed from, and influenced by, France. I begin by exploring the historical foundations and linguistic heritage of the country, setting the pace for an understanding of the paradoxical shift in interest from French-medium education to English-medium education. Then I examine the literature on the role and importance of the English language today, as well as on language motivation and choice, followed by presenting and analysing data collected through school-based observations as well as interviews with Anglophone teachers and ‘Francophone’ children (and their parents) pursuing English-medium education.
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Kuchah, K. (2013). From Bilingual Francophones to Bilingual Anglophones: The Role of Teachers in the Rising ‘Equities’ of English-Medium Education in Cameroon. In: Ushioda, E. (eds) International Perspectives on Motivation. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137000873_4
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DOI: https://doi.org/10.1057/9781137000873_4
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