University of Bamenda

Faculty of Arts The department of English

Course code: ENGA: 4208 Course Title: Issues in Cameroon English
Course Instructors: Prof. Nkwetisama C. & Dr Fonka H.
Contacts: Tel: 676614454 677734571
email: fonkahans@gmail.com
Office hours: On Appointment

1. COURSE DESCRIPTION:
This course introduces students to the history and development of English in
Cameroon, its socio-political environment and its linguistic peculiarities. It enables
students to keep in touch with the research that has been done on Cameroon English,
especially on issues in and around Cameroon English such as, the development of
varieties, borrowing from local languages and French and many more. It will also
lead learners to understand its existence in the context of new Englishes.

2. COURSE OBJECTIVES:

The following objectives underpin instruction in this course:

1. Introduce students to the history and development of English in Cameroon;
2. Acquaint students with the concept of new Englishes, showing how it applies to
CamE;
3. Provide classroom experience through pair and group work – identification of
peculiarities;
4. Introduce students to issues in the adaptation processes of RP to CamE;
5. Review the various perceptions of CamE;
6. Provide insights to issues in the varieties of CamE and the linguistic effects of contact
7. Examine the different anglophone- francophone claims on the usage of CamE

3. OUTCOME:
At the end of this course, students should be able to:
1. Distinguish between the various periods of implantation of English in Cameroon;
2. Relate the perception of English today to its socio-political existence;
3. Identify and explain the varying statuses of English in Cameroon;
4. Identify the linguistic characteristics of CamE and the adaptation of RP sounds to their
new context ;
5. Identify issues in the different varieties of CamE;
6. Discuss lexical expansion and innovations in the attachment to English;
7. Identify the main characteristics of Francophone English

4. LEARNING ACTIVITIES
Learning activities are the combinations of lecturers, discussion, doing exercises
5. COURSE REQUIREMENTS
 To be considered fully prepared for the course, you are required to read the course
outline in between the lines and equally read the sets of books recommended
which are meant to boost your understanding of the course.
  Read materials related to each unit and present in class. Some of such
presentations shall count for assessments.

 You are equally required to do research on specific topics marked on the course
contents as ‘research’ and to present the findings in class.

6. ASSESSMENT METHOD
Method of evaluation will follow the 30% and 70% percent format for the continuous
assessment and the final exam respectively. However, the continuous Assessment is further
divided into activities.

marks Dates
Attendance & participation 5%
Class test 15% 5th class (Written test)
Individual or group 10% 10th class (Individual and
Presentations group presentations)
Final Exam 70%
Total 100%

7. CLASSROOM BEHAVIOUR
You are expected to behave in a mature and responsible manner, keeping an open
mind to new ideas and opinions and respecting the values and privileges of all
concerned. Just being in the classroom does not satisfy the participation requirement of
this course! You are expected to be actively involved, verbally and nonverbally, in the
various topic discussions and learning activities, showing interest and a willingness to
share. Active participation earns additional points. Any attitude deemed disrespectful
toward the lecturer or a class maid will be sanctioned with a suspension from that
lecture and subsequently expulsion from the course for the semester if that persist.
8. CELL PHONE POLICY
Please turn the sound off on your phone before entering class. Your phone shouldn’t ring in
class and you shouldn’t talk on your phone during class: you will be asked to leave the class
for the day. Your phone may be confiscated and handed over to the administration if such
repeats.
9. DRESSING CODE
No form of indecent dressing leading to exposure of sensitive body parts will be allowed in
class.

10. COURSE CONTENTS

Titles Day & time Exercises,
assignments and
teaching methods

Introduction, Concepts and definitions Week1 (4hrs) Lecture and

 Introduction and course outline discussion
 A historical perspective on
 Cameroon English
 The transportation and
transplantation of English
 The colonial period
 The post-independence period
 Promotion of English language in Week 2 (4hrs) Lecture and
Cameroon discussion
 Functions of English language in
Cameroon
 The English language debate
Perception of CamE Week 3 (4hrs) Lecture and
 Perception by the policy maker discussion
 Perception by the Anglophone
 Perception by the literary mind
 Perception by the common man
 How Francophones see English

Cameroon English and contacts Week 4 (4hrs) Lecture and

 The spread of English among discussion
Anglophones
 Influence from local languages
 The spread of English among
Francophones
 Influence from French
 CamE in the educational Setting Week 5 (4hrs) Read Fonka 2014
 CamE in formal education and summarize
 Cameroon E

Issues in the Linguistic Description of Week 6 (4hrs) See Simo Bobda and
CamE Mbangwana (2004),
 Phonological features of CamE pg 199-214
(vowels, consonants)
 Correspondence between RP and
CamE
 Spelling pronunciations
 Stress Deviation
 Adaptation of RP Sounds to Week 7 (4hrs) See Simo Bobda and
Cameroon English Mbangwana (2004),
 Shortening of long vowels pg 199-214
 Monophthongisation of diphthongs
 Devoicing of word final consonants
 Grammatical features of CamE Week 8 (4hrs) Lecture and
 Lexico-semantic features of CamE discussion
Read Sala (2006)
 Discourse Features
The ESL/EFL distinction Week 9 (4hrs) Read Fonka 2017
 Institutionalization– and summarize
deinstitutionalization
 Indigenisation and expansion –
restriction in use and function
 Homophones and Heterophones in
CamE

Issues in Varieties of English in Week10 Lecture and

Cameroon (4hrs) discussion
 Standard Cameroonian English
 Non-Standard Cameroonian English
 Cameroonian Pidgin English and its
Functions
 Creoles Week 11 Lecture and
 Structural Difference between Pidgin (4hrs) discussion
English and English

English Language and Language Week12 Lecture and

Planning in Cameroon (4hrs) discussion
 The Status of English Language in
Cameroon
 Language Planning
 Language Policies in Cameroon Week13 Lecture and
 English and the National Language (4hrs) discussion
Question
 Presentations Week 14 Discussion
(4hrs)
Revision Week 15 Discussion
(4hrs)

Recommended Readings
Eric A. Anchimbe (2013). Language Policy and Identity Construction:The dynamics of
Cameroon’s multilingualism. John Benjamins B.V.
Anchimbe A E. (2006). Cameroon English. Authenticity, Ecology and
Evolution. (Arbeiten zur Sprachanalyse 45.) Frankfurt: Peter Lang
Fonka, H. (2017). Consumers or producers of English Language: Cameroonian and
Nigerians Varieties of English. In Mutia R. and Ekembe E. Interdisciplinarity in the 21 st
Century Global Dispensation: Research in Literature, Art and Education. Nova Science
Publisher.
___________ (2014). Decline in spoken English on Anglophone campuses in the
Francophone Regions in Cameroon. In International Journal of English Language and
Translation Studies.Vol. 2 (2), 11-22
Kouega J. P. (2005). The Effects of French on English L2 in Cameroon. Proceedings of the
4th International Symposium on Bilingualism, ed. James Cohen, Kara T. McAlister,
Kellie Rolstad, and Jeff MacSwan, 1201-1210. Somerville, MA: Cascadilla Press
Sala M. B. (2006). Does Cameroonian English Have Grammatical Norms? English Today 88,
Vol. 22, No. 4, 59-64.
Simo Bobda A. and Mbangwana P. (2004). An Introduction to English Speech. Yaounde:
B&K Language Institute.