Abstract

This study assesses the implementation of English language instruction in high schools in Douala Municipality, Cameroon. As a bilingual country with both English and French as official languages, Cameroon faces unique challenges in ensuring effective English language teaching and learning in predominantly Francophone regions like Douala. The focus of this assessment is to evaluate the quality of English language instruction, the resources available for English teaching, teacher competency, and the overall attitude of students toward learning English.

The research employs both qualitative and quantitative methods to gather data from high school teachers, students, and school administrators in Douala. Surveys, interviews, and classroom observations were conducted to collect insights into the teaching methods used, the availability of instructional materials, and the challenges faced by teachers and students in the English language learning process. The aim is to identify gaps in the implementation process and propose solutions for improving English language education in high schools within this region.

The findings reveal that while there is a general acknowledgment of the importance of learning English, several challenges hinder its effective implementation. One major issue is the lack of sufficient resources, such as textbooks and teaching aids, which limits the ability of teachers to deliver comprehensive English lessons. Additionally, the study highlights the inadequate training and professional development opportunities for English language teachers. Many teachers expressed concerns about the need for continuous training to keep up with modern teaching methods and trends in English language instruction.

Furthermore, student attitudes toward learning English vary. While some students recognize its importance for future opportunities, others show less motivation due to the dominance of French in their social and academic environments. This lack of motivation often results in poor performance and engagement in English language classes. The study also identifies a disconnect between the curriculum and the practical language needs of students. The curriculum is often too theoretical, leaving students with limited opportunities for practical language use, which is crucial for achieving fluency.

The research concludes that the successful implementation of English in high schools in Douala requires addressing both resource-related and motivational challenges. There is a need for increased investment in instructional materials, teacher training, and curriculum reform. Additionally, strategies to foster positive attitudes toward English learning among students are necessary, such as incorporating more interactive and practical language exercises into the curriculum.

In summary, this assessment emphasizes that the implementation of English in high schools in Douala is still a work in progress, with considerable room for improvement. Enhancing teacher competencies, providing better resources, and aligning the curriculum with students’ practical language needs can significantly improve the effectiveness of English language education in this context.

Keywords: English language instruction, high schools, implementation, Douala, Cameroon, bilingual education, teacher competency, student motivation.