This paper focuses on code-switching (CS) in postcolonial (P-C) classrooms (e.g. Africa, Asia and Asia-Pacific) where the use of English has increased not only as a subject matter, but also as the language of instruction across all subjects. CS, a common behaviour among bilinguals and polyglots, refers broadly to the alternation between two or…

In examining how English as a second language (ESL) learners process English formulaic expressions in a nonnative English context, this study aims to investigate the strategies that learners use and how first language (L1) culture and conceptual knowledge could influence the use of the strategies. This study is guided by the research question of…

Claims that the mother tongue function in foreign language learning over a background of two or more languages is transferable to any one of the background languages and that this transfer is predictable by a set of principles. Presents applications of the principles to multilingual settings of Nigeria and Cameroon. (SED)

In Northwest Cameroon, the emergence of literacy in the mother tongue is providing minority language communities with new alternatives for learning and communication. To some extent, these alternatives are shaped by existing literacy practices in English, as English is the language of formal education. However, new spaces are also emerging in…

This volume contains the following articles: "Orthography and Identity in Cameroon" (Steven Bird); "Literacy Evaluation Tool" (Becky Feldpausch, Jean Nichols, Robin Rempel); "Kenyang Literacy Program" (Tanyi Eyong Mbuagbaw); "Monitoring and Evaluation (M&E): A Brief Overview" (Ian Mowatt);…