The syllabus of Cameroonian national languages in secondary education provides for the teaching of basic notions in linguistic and the General Alphabet of Cameroonian Languages at the observation sub-cycle and the teaching of a specific language, that of the locality where the school is found, from the orientation sub-cycle, i.e. from the 4e. This paper tries to answer the following question: What is the role of the French language in the teaching of Cameroonian national languages? The main objective of the study is to examine the role of the official language, more specifically French, and its impact on the acquisition of communicative skills in the national language. Based on Hymes' (1984) theory of Communicative Approach, we analysed data obtained from questionnaires administered to 42 teachers and 320 students, and from semi-structured interviews with Regional Pedagogic Inspectors. Conducted in 23 public secondary schools in the West Region that have teachers trained in National Languages and Cultures, the study found that the French language is very prominent in national language classes. This is due to the multilingual context of the classrooms, the sometimes approximate mastery of the national language by teachers, the inability of national languages to express all realities, among others. This strong presence of French does not favour communication in the national language.
The reduction or even cancellation of French from national language classes would make it possible to stop teaching about national languages in order to truly develop the language skills of young Cameroonians in their mother tongues; this requires a certain number of measures on the part of all members of the education community
