Controversies Surrounding the Acquisition of English in the Multilingual and Multicultural Context of Cameroon

Abstract

The recurrent maxim that idolises Cameroon as Africa in miniature, has an undoubtable underpinning in its multilingual and multicultural configuration. No doubt, it is an aberration for an average Cameroonian not to sustain an eloquent conversation in at least three languages. This has ensuing consequences in the acquisition of English in Cameroon. This paper from an educational linguistic perspective, isolates the resultant controversies that surround the acquisition of English within the context and draws pedagogic relevance thereof. Data is collected primarily through a systematic review of literature from published articles. Results as triangulated with information from primary data collected through a focus group discussion with ELT teachers show an overt and sheepish compliance to hegemonic imported standards and a conspicuous neglect of environmental realities either by language planners, pedagogues, or even linguists to the detriment of the existing effortless realities of the linguistic environment in which the English language is acquired and used. Reliance on method to the detriment of practicality and possibility by pedagogues, is a call for concern in a richly endowed multicultural context like the one we have. The paper recommends a multicultural pedagogic approach to enhancing the acquisition of English as a second language in Cameroon.  This approach will of course consider teaching identities, post methods pedagogy, translanguaging and imbibing the sociocultural dimension with adherence to the sociocultural evolution of English within the multicultural and multilingual context of Cameroon.