Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity

Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity System 73 (2018) 37e47 Contents lists available at ScienceDirect System journal homepage: www.elsevier.com/locate/system Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity Kuchah Kuchah University of Bath, United Kingdom art i cle i nfo Article history: Received 21 March 2017 Received in revised form 20 August 2017 Accepted 3 October 2017 Available online 10 October 2017 1. Introduction & overview The English language has fast become the language of the world and many countries, eager to train citizens to be competitive in the global market (Pinon & Haydon, 2010) are including English language in school curriculums (Graddol, 2006; Nunan, 2003; Vavrus, 2002). Dearden (2014, 2) reports that in many parts of the world, there has been a fast- moving shift from English as a foreign language (EFL) to English as medium of instruction (EMI) for academic subjects. In sub-Saharan African (SSA) countries the lowering age for exposure to English instruction (Cameron, 2003) means that more and more children are experiencing formal education in a language different from their home languages and in learning environments that may not meet the minimum conditions for effective language learning (Kuchah, 2016a). Studies that have examined the challenges to education in http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png System Elsevier

Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity

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Publisher
Elsevier
Copyright
Copyright © 2017 Elsevier Ltd
ISSN
0346-251x
D.O.I.
10.1016/j.system.2017.10.001
Publisher site
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Abstract

System 73 (2018) 37e47 Contents lists available at ScienceDirect System journal homepage: www.elsevier.com/locate/system Early English medium instruction in Francophone Cameroon: The injustice of equal opportunity Kuchah Kuchah University of Bath, United Kingdom art i cle i nfo Article history: Received 21 March 2017 Received in revised form 20 August 2017 Accepted 3 October 2017 Available online 10 October 2017 1. Introduction & overview The English language has fast become the language of the world and many countries, eager to train citizens to be competitive in the global market (Pinon & Haydon, 2010) are including English language in school curriculums (Graddol, 2006; Nunan, 2003; Vavrus, 2002). Dearden (2014, 2) reports that in many parts of the world, there has been a fast- moving shift from English as a foreign language (EFL) to English as medium of instruction (EMI) for academic subjects. In sub-Saharan African (SSA) countries the lowering age for exposure to English instruction (Cameron, 2003) means that more and more children are experiencing formal education in a language different from their home languages and in learning environments that may not meet the minimum conditions for effective language learning (Kuchah, 2016a). Studies that have examined the challenges to education in

Journal

SystemElsevier

Published: Apr 1, 2018

References

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