English-Medium Instruction in an English-French Bilingual Setting: Issues of Quality and Equity in Cameroon

Autor/in	Kuchah, Kuchah
Titel	English-Medium Instruction in an English-French Bilingual Setting: Issues of Quality and Equity in Cameroon
Quelle	In: Comparative Education, 52 (2016) 3, S.311-327 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1185257
Schlagwörter	Language of Instruction; French; English; Second Language Instruction; Bilingual Education Programs; Educational Quality; Equal Education; Teacher Surveys; Student Surveys; Administrator Surveys; Parent Surveys; Barriers; Educational Opportunities; Socioeconomic Influences; Interviews; Sociocultural Patterns; Family Characteristics; School Support; Educational Practices; Politics of Education; Elementary School Students; Foreign Countries; Cameroon + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Französisch; English language; Englisch; Fremdsprachenunterricht; Quality of education; Bildungsqualität; Schülerbefragung; Bildungsangebot; Bildungschance; Sozioökonomischer Faktor; Interviewing; Interviewtechnik; Soziokulturelle Theorie; Schulförderverein; Bildungspraxis; Educational policy; Bildungspolitik; Ausland; Kamerun
Abstract	Despite its multilingual nature Cameroon's educational system provides for full immersion into either French-medium or English-medium education from the first year schooling. Following political tensions in the early 1990s the country decided to reaffirm its commitment to promote bilingualism in the educational system with the outcome being the implementation of various forms of bilingual education models across the country, including, in recent years, a dramatic rise in the number of children from "Francophone" homes enrolling in English-medium schools. This paper examines this rising interest in English-medium instruction (EMI) in a country where French is still the language of political power and administration and where there is still very little evidence that even "Anglophone" children sufficiently benefit from EMI. Drawing from an analysis of data collected from school children, parents, teachers and a school inspector, this article reveals existing complexities, challenges and possibilities arising from the current trend and presents a holistic picture of the realities of EMI in this immensely multilingual country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01