Decline in Spoken English On Anglophone Campuses in The Francophone Regions in Cameroon PDF

International Journal of English Language
& Translation Studies
Journal homepage: http://www.eltsjournal.org
Decline in spoken English on Anglophone campuses in the Francophone Regions in Cameroon

[PP: 11-22]
Fonka Hans Mbonwuh
PK Fokam Institute of Excellence,
Yaounde, Cameroon
ARTICLE INFO ABSTRACT
Article History Anglo-Saxon campuses in the Francophone section of the country instruct
The paper received their learners in English Language. This paper examines the language used out of
on: 30/04/2014 class by learners after receiving instructions in English in the classroom. Two
Accepted after secondary and one higher institutes of learning, which have English as the
peer-review on: language of instruction, were sampled. From the observation, which was
15/05/2014 conducted by silently monitoring pairs or groups of learners conversing with one
Published on: another, it was discovered that the most spoken language by learners is French.
01/06/2014 French is just a subject in some of these institutions. The reason for French being
highly spoken language on Anglophone campuses is the fact that more
Keywords: Francophones attend these schools than Anglophones and Anglophones struggle
Anglophones campus, to speak French rather than English since they believe that it is already their
Francophones, language. The consequences of “frenchifying” the Anglophone campuses is that
Language decline, spoken French is on the steady rise while spoken English is on the steady decline
English language even among Anglophones on these campuses. This paper therefore proposes that
learners, the use of English, out of the classroom, should be encouraged through
Pidgin and Creole sensitization and rewards.
Suggested Citation:
Fonka Hans M. (2014) Decline in spoken English on Anglophone campuses in the Francophone Regions
in Cameroon. International Journal of English Language & Translation Studies. 2(2), 11-22 Retrieved from
http://www.eltsjournal.org
IJ-ELTS Volume: 2 Issue: 2 April-June, 2014
importance attached to English language in

1. Introduction almost every aspect in life is becoming so
Depending on the context in which alarming as languages that used to be in
education is carried out, students can start command, in some countries around the
school already having two or more languages world, are losing to or sharing their authority
in their linguistic repertoire. In a monolingual with English language. English language is
situation, a situation which is not evident in commonly referred to as the global language
any nation in the world, children may start (Crystal 2003; Zhu 2003:36; Smith 2005:56),
school with only one language common to all the world’s lingua franca (Ngefac and Sala
of them involved in the study. This is not the 2006:218; Mauranen 2009:1; Sewell 2009:37)
case in multilingual situations where students because it is the widely, most spoken
already command a number of languages language in the world today and a language
before beginning school. The language used that links people with diverse languages.
in school may not always be the language the Being the language of globalization, it also
students used at home. This is the serves distinctively local needs and is used, in
commonest linguistic scenario in countries various forms, as a local language among
where English is used as a second language. locals (Higgins 2009). The study of English is
Most children, who go to school, speak their not for the same purpose everywhere by
vernaculars and only an insignificant different individuals. The reason for which it
proportion of them speak English they are is studied determines the manner in which it
expected to use on a daily basis in school. is studied. English, especially in the
This view is elaborated by Schlepeggrell developing world, is used as a key to
(2004) as follow: academic success, as a means of obtaining
Language use is always socially and international job opportunities, as a way of
culturally situated. What we learn and how facilitating international communication and
we learn it depends on the contexts in as a medium for achieving global education
which we learn. Not all students come to leading to global understanding (Ngwi
school with the same background and ways 2001:2).
of using language. School language tasks The use of language in Cameroon,
are not familiar to all students from their especially in the school milieu is becoming
experiences in their homes and more and more complex with many
communities. For some children, the
francophone Cameroonians embracing
socialization contexts in which they have
participated have prepared them well for
English education at the detriment of French
the ways of using language they encounter that was hitherto the rule. With this new
at school. For many other children, trend, many schools that are opened in
however, this is not the case. (P.04). cosmopolitan cities of Cameroon like
This actually means that in the same Yaounde and Douala are either bilingual or
class, one can find students who already can purely English to meet the growing demand.
use the school language while others in that When one gets into a new locality, the most
very class may not. If the students who have a significant thing that convinces one that the
command over a particular language are environment has changed is the change in
more than those of the other language, the language. In some cases, it may not be a
tendency is that those who have command change in language but a change in the variety
will control social discussions in school. The of language used. This used to be the case in
Cite this article as: Fonka, Hans M. (2014) Decline in spoken English on Anglophone campuses in the Francophone
Regions in Cameroon. International Journal of English Language & Translation Studies. 2(2), 11-22 Retrieved from
Page | 12
the academic setting in Cameroon where one respectively. That in itself could be
could immediately know that he was on the considered motivation for many students who
campus of an anglophone school or would not have done the bilingual course had
francophone school from the language it not been for the fact that they would move
spoken around. New trends have set in out of the country. Given that it was never
today, making it impossible to use Campus thought that English Medium schools would
language as the identifying mark of the kind be of such great interest to francophones and
of school one is in. French-medium schools of interest to
It is generally understood that, unlike anglophones some day in the future, the rule
today where schools do not reflect the for anglophone children was to attend
regions in which they are found, schools in English-medium schools where they took up
Cameroon, some ten to fifteen years ago, French as a compulsory subject, and
very much represented the regions in which francophone children to go to French-
they were situated linguistically. In the medium schools where English was a
francophone regions, francophone schools compulsory subject (Kouega 2005:1201).
were found in which French was the language In Cameroon today, Anglophone
of instruction and a subject and English was schools can be found in the francophone
used only as a class subject. In the regions as many as francophone schools,
anglophone regions, anglophone schools although the reverse is not true for
were found with English being the language francophone schools in the anglophone
of instruction and a class subject and French regions. Only very few francophone schools
only as a subject. Exceptionally for the are found in anglophone regions because
promotion of bilingualism, bilingual schools anglophones are not embracing French with
could be found in either section. There were the same spirit in which francophone
really no pure French schools in the embrace English. The cities of Yaounde and
anglophone regions and pure English schools Douala, being the political and economic
in the francophone regions. Such schools at capitals respectively, are beaming with
that time would not have yielded much increasing number of English schools as the
because English, for example, was considered demand for English is steadily on the rise
as the language of the “anglo” (a derogatory among French-speaking Cameroonians.
term for anglophone), who were In terms of languages spoken in
constitutionally equal to francophones but Cameroon daily for social interaction and for
practically second class citizens in Cameroon. official purposes, English language is said to
French, however, wielded a lot of influence be facing a great competition at both the
since it was considered the language of higher front and the lower front (Kouega
power. The advantages, ripped from 2002:93). At the lower front, it is competing
language use, were looked at only within the with an English-based Cameroon pidgin that
circumference of Cameroon. To perfect the is the most widely used language of social
language of those in bilingual schools, interaction (Wolf 2000, Mbangwana 2004,
especially in professional institutions like the Atechi 2011, Ubanako 2013) and at the
Higher Teachers’ Training Schools (Ecole upper front, it is competing with French as
Normale), which train bilingual teachers, described by Kouega (2002):
students at the final year went to France and the other official language, which is
Britain for anglophones and francophones dominant in tertiary level education, in the
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media (where most newspapers as well as the study examines the decline of spoken
most foreign radio and cable television English on the campuses of anglophone
programmes are in it), in public places schools situated in the francophone regions
(where respondents report overhearing of Cameroon.
talks and reading notices in tongues other
than English), and in the civil service
2. Literature Review
(where most official correspondences are
initiated in it). (P.93). 2.1 Linguistic Situation of Anglophone
The dominance of French, in almost Schools in Cameroon
every aspect of live in Cameroon, indicates The linguistic situation of schools in
that it is the language of power in the context Cameroon is as complex in its
of Cameroon and naturally had to attract multilingualism as that of the whole country.
anglophones who would want to actively Ngefac (2011) adds his voice to that of Atechi
participate in the life of the country. But the (2006) and others who have discussed the
situation today is the contrary as the multilingual situation of Cameroon. He
francophones are becoming more interested believes that “besides French and English as
in English than anglophones do for French the country’s official languages, there are
(Fonka, 2013). This shows that some approximately 280 indigenous languages”
languages are naturally powerful such that (P.43). He equally makes mention of
speakers, even of other languages, are Cameroon Pidgincreole, which he refers to
attracted towards them. as Kamtok and Camfranglais. Anchimbe
With this background, the present (2006) also reports that “in Cameroon, the
paper investigates the language used on official languages, French and English, dictate
anglophone campuses in Yaounde, using the standard for all education-related jobs,
three schools, one University and two government employment, the media,
secondary schools as a case study. The education, and are continuously encroaching
schools here include PK Fokam Institute of into other spheres hitherto reserved for the
Excellence, a University; Mario academic other languages"(P.97). This explains why the
complex and English High School, secondary use of local languages is not common both in
schools. All these schools have English as the anglophone and francophone schools in
their language of instruction and French as a Cameroon. Even in situations, where the
subject. In all of these schools, the use of local languages are considered important and
other languages brought from home by the are taught in certain institutions or
student, are not allowed in the classroom but departments like in the linguistic departments
on campus. Exceptionally, Cameroon Pidgin in some Cameroon’s state Universities, no
is banned from some of the campuses like particular local language is taught. Only issue
Mario Academic complex because it is related to these local languages are taught in
considered destructive to the use of English English or French, depending on the
language. Most anglophone schools in lecturer. Thus, the language situation in
Cameroon either directly or indirectly ban anglophone schools in Cameroon today
the use of pidgin on their various campuses reflects the language trends in Cameroon in
for the same reason already given terms of the use of official and local
(Mbangwana 1983; Sala 2006; Fonka and languages and their perception.
Atechi 2007; Simo Bobda 2001, 2009; Chia 2.2 Language use in school
2009; Fonka 2011; Atechi 2011). Therefore,
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Language performs different functions especially in the case where they are from the
including a means of communication, same village. He states that in anglophone
expression and conceptualization (Seyoum schools in the cities, some children already
1997). These functions of language, as have English as their first language; some
indicated here, do not seclude its use in have it as a second language while others,
school. Seyoum further says that “once the mostly the francophones, have it as their
functions and importance of languages are foreign language. With this kind of
recognised, the choice of languages of multilingual setup, not everybody is
education is often made on historical, comfortable with the language of school that
political (nationalistic) and cultural grounds is not very familiar to all. Many continue
as much as on the basis of pedagogical and using the languages brought from home for
linguistic ones”(P.02). This works with the social interaction and use the school language
language of the classroom that is regulated by only in class for academic purposes. This
institutions and not the language of the presents a parallel situation to the one in
campus that is determined by the speakers Malaysia where “those whose experience of
themselves. Schlepeggrell (2004) defines English is confined to the school system
school as a unitary construct that each rarely go on to use it in their daily life”
classroom and each school has its own (Benson 1990:20). Although Benson (ibid)
subculture and its own ways of using language terms those Malaysians, who speak English as
for learning. She further points out that speakers by inclination and speakers of
“school can also be conceptualized broadly English as a foreign language, their use of
as the institutional framework in which English can be considered higher as they do
children are socialized into ways of formal not only read English language newspapers,
learning in our society”(P.05). The idea of listening to the English language 'Blue
each school, having its own subculture and its Network' radio, watching English television
own manner of using language, is quite clear news broadcasts, but equally use it in
in anglophone schools in Cameroon where, conversations with friends and family.
in most cases, classroom language is not The linguistic situation on
campus language. Anglophone schools in the anglophone campuses in the francophone
cities have a different linguistic setup to regions of Cameroon is determined by the
anglophone schools in the villages. ratio of the population of the students who
Fonka (2013:87-91) patently depicts speak which language as their primary
this when he presents the use of English language of communication. Davis (1865), as
language in anglophone schools in cited by Fairman (1999:24), advocated this
Cameroon. He states that in anglophone rule when he asserts that, “the art of speaking
schools in villages, English is commonly used and writing correctly is founded upon rules ...
in conjunction with vernaculars whose usage [which] ‘may be altered at any time if the
is encouraged over the use of Cameroon majority of literary persons so decide.’” This
Pidgin. This is because most children start explains why the increasing population of
school without any acquaintance with the students from the French-speaking
school language which is English. The background, on the anglophone school
language on campus, in such a case, is campuses in francophone regions, has
undoubtedly the indigenous language that is changed the linguistic setup as examined in
spoken by a majority of the children, the statistics on the different tables in this
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paper. The next section of this paper handles 3.2 Data Analysis, Results and Discussion
data presentation and analysis. Many The data collected indicated that in the
researchers hold that francophone three anglophone schools sampled; three
Cameroonians are becoming interested in languages were dominant on campus -
English language than ever before (Simo English, French and Cameroon Pidgin
Bobda 2010), but no one has investigated the (Henceforth CPc). No vernacular and no
language used on these anglophone Camfranglais (a mixture of English French,
campuses today though subjective statements indigenous language and pidgin spoken by
have been made stating the dominance of youths) were found. The absence of these
French. two languages, especially Camfranglais, which
is said to be common among youngsters
3. Methodology (Kouega 2003, Echu 2007), can be attributed
3.1 Data Collection to the following:
The data for this study, as mentioned  Students are from diverse backgrounds
earlier, was collected from three anglophone and therefore do not possibly have a
schools in the central region; one of the eight common vernacular.
French-speaking regions of Cameroon.  Some may be ashamed to speak their
These schools include the lone Anglo-Saxon indigenous languages since students are in
University in the French-speaking part of the habit of jeering when they hear a local
Cameroon- PK Fokam Institute of language in a situation where it is not a
Excellence and two secondary schools- Mario recognized school language.
Academic Complex and English High Camfranglais is very common among
School. All these schools are located in francophones and not the anglophones.
Yaounde, the capital city of Cameroon and Though most of the students are of the
one of the cosmopolitan cities in the country. francophone background, they are not
In each school, a pair or a group of students francophones because they have carried out
were monitored during recreation. In each all their studies in English and not French
case, a student was tutored to move round and they spend much of their time with
with an already prepared sheet of paper and anglophones who do not speak camfranglais.
note the language used in interchanges by Since the students, collecting the data, did
fellow students. A student was used because not have to stay for long with a group, they
students have the tendency of switching to a did not take notice of camfranglais since it is
recommended school language when they highly made up of French lexifiers.
see a teacher, especially if the language they From the survey carried out, it was
were using is considered not good for the found that at PK Fokam Institute of
school environment. This was done without excellence, the only anglophone University in
drawing the attention of the students to the this survey, out of the thirty groups
exercise so as to avoid pretentious habits that monitored, only English and French were the
are common, especially on campuses where languages on campus. However, English is
some languages are not allowed. In order to almost inexistent as almost all the students
have a balance study, thirty groups of carry out their discussions in French. This is
students were examined in each school, contrary to the classroom scenario where
giving a total of 90 pairs or groups of English language is both a subject and a
students. language of instruction. One would have
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expected English to dominate the scene. This for the majority to speak the language of the
directly indicates that the University itself is minority if strict measures are taken. Of the
an anglophone institution in theory but thirty groups or pairs of students monitored,
francophone in practice as students seem six were observed discussing in English,
resistant to change. sixteen in French and eight in CPc making
Table: 1 Language use on the campus of PK Fokam up 20% , 53.33 % and 26.67 % respectively.
Institute of Excellence English, which is the language of instruction,
Language French English Pidgin Total
is the lowest of the spoken languages on
/Creole
Pairs 26 04 / 30 campus while French is first. It should be
/groups of noted that in this school, pidgin is out rightly
students banned with placards such as “No pidgin on
Percentage 6.67 13.33 / 100 campus” found at strategic corners of the
Out of the thirty groups or pairs of school. The continuous presence of CPc,
students monitored, four used English and however, shows that posters are not padlocks
twenty six used French, giving 13.33% and that obstruct people from speaking the
86.67% respectively. The high rate of spoken language they are most comfortable with.
French on the campus of this school is Table: 2 Language use on the campus of Mario
indicative of the ratio of French students to Academic Complex
English students. Though an anglophone Language French English Pidgin Total
/Creole
school, where all the lectures are in English, Pairs 16 06 08 30
the language on campus presents a picture of /groups of
a francophone campus. This is very true in students
the sense that a crushing majority of the Percentage 3.33 20 26.67 100
students in this University come from the The appearance of French, as the most
francophone background, a common scene spoken language on the campus, shows that
in anglophone schools in the major English language, which is used to be the
Francophone cities in Cameroon (Fonka norm on Anglophone campuses, has
2013). No trace of CPc was found on the declined, giving its position to French.
campus of this school because there are very The situation at English High School,
few anglophones who can initiate the use of the last case study, presents nothing divergent
pidgin. It should be noted that Pidgin is not a from what has been already examined in the
day-to-day language among francophones but two cases. The language situation on campus
a bridge language to create intelligibility. is quite analogous to that obtained at Mario
The second case study was at Mario Academic Complex where three languages,
Academic Complex which is a secondary English French and CPc are in use. Though
school that is purely English-speaking with all a colossal sign board with the inscription
staff anglophones. Fonka (2013) found out “English High School” welcomes you as you
that in this school, there are more approach the campus, the language that
francophones than anglophones in terms of welcomes you first or that you will hear
student population, but what he did not frequently is French as indicated in table
investigate was the language use out of the three.
classroom. Although the language use on Table: 3 Language use on the campus of English High
campus is greatly influenced by the School, Yaounde
population of students, there is a possibility
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Language French English Pidgin Total CPc. This does not mean that francophones
/Creole speak only to francophones while
Pairs 18 06 06 30 anglophones speak only to anglophones. The
/groups of
students following situations can be brought out
Percentage 60 20 20 100 resulting to the language spoken on
English language is spoken by six out anglophone school campuses:
of the thirty groups of students monitored,  Anglophones in these schools, who
French by eighteen and pidgincreole by six, understand and speak French, will speak
giving 20 per cent, 60 per cent and 20 per in French with those from the French-
cent correspondingly. Interestingly here, speaking background. The advantage the
English language and CPc are used equally latter has over the former is that they can
on campus while French maintains the lead speak both French and English when they
as the most spoken language. want to, but they are comfortable in
3.3 Findings French, giving rise to the high percentage
It should be noted that francophones of French on campus.
are not found only in the few schools used as  Anglophones, who cannot speak French,
sample. All anglophone schools in the will communicate with francophones in
francophone zones, especially in English since the latter can speak both
cosmopolitan cities are experiencing rapid English and French.
rise in the population of students of French  Anglophones and anglophones, that is, all
expression. Though this looks good as it from anglophone backgrounds will be at
increases the number of bilinguals, it does ease in Cameroon pidgincreole and in
not go well with spoken English because it is English.
compellingly giving its place to French. In The chart below presents the linguistic
general terms, French is the spoken language situation on the campus of anglophone
on the campuses of anglophone schools in schools in the francophone region. It shows
the francophones regions in Cameroon as that when two francophones meet, they speak
table four shows. French, a francophone and an anglophone
Table: 4 Language use on Anglophone school will speak either French or English while two
campuses anglophones will speak either English or
Language French English Pidgin Total
/Creole
CPc. Logically, the percentage of students,
Pairs 60 16 14 90 who speak English, and those who speak
/groups of Pidgin/creole give us an idea of the
students population of students from the anglophone
Percentage 66.67 17.78 15.55 100 background and those from the francophone
A total of ninety groups or pairs of background. Though some anglophone
students were monitored as they spoke with students from the anglophone background
one another on campus and the results speak French with those from the
indicate that sixteen groups spoke in English francophone background, the number, in my
language, 60 in French and 14 in CPc. This, observation, is not large.
of course, shows that 17.78 percent of Figure: 1 Linguistic situation on anglophone campuses
students, who attend anglophone schools, in Francophone regions
communicate in English out of the class, 60
per cent in French and 15.55 per cent in
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The study of English in anglophone schools

in the urban cities of Cameroon has actually
confronted changing realities of life. This has
brought with it the following implications:
 The linguistic situation in anglophone
schools, that use to be highly CPc and
The chart shows that more English and then English language, is now French,
French is spoken than CPc. However, the English and CPc. Other languages like the
English and the French spoken are vernacular and Camfranglais, not
asymmetrical because students of French- mentioned in this study, are spoken to a
speaking background make up a majority of less significant degree.
the school population. This kind of linguistic  English language moves from a day-to-day
situation is not without implications. The language to a situational language among
next section examines the implication of this those who consider themselves
new linguistic trend in Cameroon. anglophones.
 The francophone variety of English risks
4. The Implications of French Dominance being the norm in Cameroon with their
on Anglophone campuses huge population. If this happens, it means
anglophones have no commanding power
English, as pointed out earlier, is a in the linguistic setup of Cameroon since
global language which is steadily growing in they are not studying French.
influence as many countries, especially those  Anglophone schools in the francophone
of the extending circle, are embracing it. In regions of Cameroon have become
Cameroon, francophones are learners of anglophone schools of French expression.
English as a foreign language thus, according This, however, does not result to attrition
to Kachru’s (1986) concentric circle; they are which, in De Bot’s (2001) words, as cited
members of the extending or expanding in Clyne (2003 :5), is “language knowledge
circle. Their interest in learning English loss over time… decline of language skills
language has not been the result of any force in individuals and groups”.
or special motivation by the government; they
 Anglophones still have their skill to speak
have simply been caught by the global fever
their language though French, by virtue of
of English being the language of
its greater number of speakers,
opportunities in the world. This is certainly is
overshadows English.
the reason Haggins (2009) holds that:
On the one hand, language studies need to
This situation may also mean that
confront the changing realities of urban these students are simply forced by their
life, with mobility, shifting populations, parents to learn a language they do not feel
social upheaval, health and climate crises, comfortable with. They would probably have
increased access to diverse media, chosen French schools if their opinions were
particularly forms of popular culture, and sought before sending them to anglophone
new technologies. On the other hand, schools. Cameroon Pidgin/creole, which
language studies are confronted by the used to be the major rival of English language
growing concern that we need to rethink on anglophone campuses, has also declined,
the ways in which language has been giving its place to French which is now the
conceptualized. (P: ix). main language of communication.
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out of the class also such that if other

5. Conclusion languages should be used, which is always the
This study examined the language case, the main language of instruction should
used on the campuses of anglophone schools dominate.
in Cameroon. It is very clear that English
About the Author:
language is gradually leaving the anglophone Fonka Hans M. is a lecturer at PK Fokam
schools and giving its place to French as Institute of Excellence, Yaounde – Cameroon
more and more students from the and a visiting lecturer at Madonna University-
francophone background become interested Okija, Nigeria. He holds a PhD in
in anglophone schools in Cameroon. Sociolinguistics from the University of Yaounde.
Something needs to be done to reverse this His research interest includes studies in contact
trend as anglophone schools cannot, at the languages, especially Pidgins and creoles and
same time, become French campuses. This language learning and teaching.
does not mean stopping students from the
francophone backgrounds from attending
anglophone schools; it simply has to do with Works Cited
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Decline in spoken English on Anglophone campuses in the Francophone Regions in Cameroon

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importance attached to English language in

The study of English in anglophone schools

out of the class also such that if other

Languages. Cambridge: Cambridge Cohen, Kara T. McAlister, Kellie

Perspective. Mahwah, New Jersey: _______.(2010). Cameroon: which language,

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