Abstract
This paper investigates Language models with an emphasis on an appraisal of the Competence Based LanguageTeaching Model (CBLT) employed in the teaching and learning of English language in Cameroon. Researchendeavours at various levels combined with cumulative deficiencies experienced over the years have propellededucational policy makers to carry out various changes in the models emphasised in the teaching of language. Suchchanges have been undertaken in view of improving proficiency in communication as well as performance in variousexaminations. This is especially apt during this era when there is a dire need and great aspirations towards evolvingCameroon into an emergent nation by 2035. Findings derived from different educational stakeholders, includingpedagogic inspectors, as well as school administrators, teachers and students from secondary schools located in theNorth West and South West regions of the Republic of Cameroon have been used in this investigation.Questionnaires, observations and interviews were employed to elucidate the information analysed in this study.
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