Translanguaging in Cameroon English language Teaching Classroom: Effects on Learners’ Engagement and Outcome Charity Besingi Masumbe

This study examines the roles of translaguaging and code switching in Cameroon's English Language teaching (ELT) classrooms and their effects on learners' engagement and academic outcomes.Anchored on sociolinguistic and pedagogic perspectives, the study investigates how the strategic use of learners' home languages and the English Language influence their participation, comprehension and performance.Based on Classroom observations, learner questionnaire, interviews and achievement tests which were administered in four secondary schools in the city of Yaounde, the findings revealed that purposeful translanguaging supports clearer content understanding, increases learner's engagement, and reduces anxiety especially among lower proficiency learners.It was also realized that unstructured code-switching sometimes leads to overreliance on the first language and limited exposure to the target language.This study contributes to the ongoing debates on multilingual pedagogies through the provision of empirical evidence from Cameroonian practical classroom experiences.