Content of English Language Certificate Examination in Primary School in Cameroon: An Analysis.

Abstract

In many countries in sub-Saharan Africa an official language is used as either a second or foreign language. In the case of Cameroon English is used as a second language by the English-medium population from pre-nursery to university. Instruction apart English language is employed for formal, informal and government situations. What is more it is the language for career prospects. This is not easy especially for young children who are still in the process of developing in their L1. English language competence therefore most often is related to academic success and progress. This article analyses the examination content of the First School Leaving Certificate (FSLC) in Cameroon. The general argument is that the English language competence and performance of successful primary school graduates still falls short of expectation. A number of reasons have been given for this low level such as use of the Communicative Language Approach, the young ages of pupils and inadequate resources. By analysing the content of the examination from 2014-2015 indicators may be drawn with regard to the appropriateness to expected skills and abilities. Discussions are made further in the light of similar contexts and suggestions are drawn to inform ESL/EFL summative assessment practice of Young Learners world-wide.