Abstract-This paper analyses some aspects of English pronunciation of French-Speaking Cameroonians termed Cameroon Francophone English (CamFE) to show that this variety of New Englishes has stable features. The data come from the oral reading of some selected words and sentences (see the appendix) by 50 French-speaking Cameroonian subjects of different levels of education, radio broadcasts ( especially Morning Safari 1 ), TV debates, political speeches, casual conversations and seminar sessions.The focus is on the production of plural forms / 3 rd person singular markers '-s, -es, -ies, -oes', the simple past tense and past participle morpheme '-ed', consonant clusters, word stress, and the frenchified reading of some English words. The analysis is done from the contrastive analysis, interlanguage and language transfer perspective. Findings show that although the subjects have different levels of education and speak varied mother tongues, they produce the areas of English phonology studied in the same way. The study concludes that, although some features of this variety of New Englishes are common to all Cameroonian learners/speakers of English as well as to many other world Englishes, there are some hallmarks proper to CamFE, and draws the pedagogical implications.

The spread of English as a world language has reached many non English speaking countries. In the Expanding Circle (Kachru, 1988), many countries in Africa demonstrate more and more interest in learning it. This paper investigates Chadian learners' attitudes and motivation in learning that language. The study's subjects are made up of 190 secondary / high school learners and 70 university students. The analysis is based on Gardner's and Lambert's (1972) integrative and instrumental motivation model. Results showed that both female and male students at secondary /high school and university levels have a positive attitude towards English. They all have a high instrumental motivation and their interest in learning English for communicative and traveling purposes is quite significant.

With the development of English as the world’s lingua franca, there is a serious rush for the language by many countries, which have no past history with Britain, the US or any other country of the Inner Circle (Kachru 1988). Chad, which was colonized by France is one of those countries (Anderson 2008). In those countries, where English is generally learnt as a foreign language by an elitist group, the language progressively develops and has local stable features among it speakers. With the increasing number of Chadian learners of English in Nigerian, Sudanese and Cameroonian universities, as well as in other English-speaking countries, it is interesting to look at the way they pronounce English words. From the interlanguage framework, this study analyses some speech produced by postgraduate Chadian learners of English (N=20). The focus is on some difficult consonants, consonant clusters, vowels and word stress.

This paper analyses the metalanguage of corruption in Cameroon. Using examples from the registers of General Administration, Transport and Education, from the sociolinguistic frame, the paper shows that the widespread corruption in Cameroon has led to the development of a rich specialized language to discuss it. In the sectors of General Administration, Transport and Education, simple and neutral expressions in Cameroon French, Cameroon English and Cameroon Pidgin English have acquired subtle meanings that they need the interpretation of someone who knows the system to be fully understood. This study thus tries to throw some light on this domain so far unexplored.

For some six years now, Cameroon has been experiencing unprecedented war disturbances. Since 2014, its three northern regions have been undergoing the hardship of Boko Haram ruthless attacks leading to thousands of internally and externally displaced families and hundreds of schools closed down. The Minawao Refugees Camp near Mokolo with over 60 000 inhabitants, mostly Nigerians, somewhat testifies to the gravity of the situation. A similar Camp is located in Gado-Badzere near Garoua-Boulaï in the East Region, populated by Central African Republic refugees. The Zamay Camp is occupied by internally displaced Cameroonian families of the far North Region. The troubles in the South and North-West which started in 2016 considerably increased the number of internally displaced Cameroonians in the neighbouring French-speaking zones of the West and the Littoral Regions. In the refugee camps or in the invaded zones, class sizes have simply become unmanageable with many of them rising from simple to double or triple. Teachers who were trained to teach around 50 to 100 students per class have suddenly found themselves managing 150 - 200 learners in some classes without any preparation. Among the learners of the same class, some have abandoned school for two to three years. Those learners thus need a special pedagogy. This paper aims to propose some pedagogical solutions to such classes.