Letter from Cameroon (4) – “Education: A passion that shapes my journey” by Adeg Kissob Nelvis
Dear readers,
My name is Adeg Kissob Nelvis, a “Masters I” student at the University of Yaoundé I (Cameroon) in the Department of English language. I am writing under the framework of bi-directional decoloniality, a research and practice project instituted by Prof. Dr Isabel Martin in cooperation with amongst others the University of Yaoundé I and that aims to critically question colonial continuities in teaching and learning, especially in the education of future teachers of English. These efforts and the cooperation between Karlsruhe University of Education (PHKA) and University of Yaounde I are also taken up in the “Get Ready for Global Teaching!” project funded by the DAAD (German Academic Exchange Service).
I am a passionate and dedicated educator recently graduated from the Higher Teacher Training College (H.T.T.C) Yaoundé. It is a great honour to be the first student from Cameroon to join the Karlsruhe University of Education as a visiting student under the framework of the “Get Ready for Global Teaching!” project and to continue my education here in the English Department.
This opportunity brings a mix of emotions – on the one hand, I feel excitement and anticipation as I step into a new and potentially groundbreaking experience. On the other hand, I also feel nervousness about the unknown challenges, for example the communication and language barrier, cultural misunderstandings, institutional constraints, dominance of Western knowledge system, and others.
However, above all I feel a strong sense of pride and responsibility in paving the way for future participants. To me, the motto “Get Ready For Global Teaching!” suggests a journey filled with international teaching experiences, cultural immersion, and professional growth.
I look forward to
– gaining practical insight into English teaching methodologies at PHKA;
– exploring and comparing different curriculum frameworks;
– understanding European perspectives on Multilingual Education;
– learning inclusive and diverse language teaching strategies;
– building meaningful academic and professional connections.
Beyond my academic interests, I enjoy football, reading, traveling, music, and volunteering. Above all, I cherish spending quality time with my husband and children.
Before diving into my expectations, I would like to share with you my daily activities as an English language teacher in Cameroon. A typical day can be very busy and demanding, especially as the classrooms sizes are often large and resources limited.
As an English language teacher in a private college, my day starts early. Classes begin at 7:30 a.m. and run until 3:30 p.m., giving me about 8 hours of teaching each day. I usually arrive by 7:00 a.m. to prepare materials, check attendance sheets, and set up the classroom. My lessons cover grammar, vocabulary, reading, writing, and speaking. Between classes I get short 10-15 minute breaks to grade, answer questions, or prepare for the next group. Lunch is around 12:00 p.m. for 30 minutes. After 3:30 p.m., I stay to mark assignments and plan lessons.
Because we often face late payments and are most of the time not affiliated to the National Social Insurance fund, I also offer online and home classes in the evenings to make ends meet. I teach private students from 6:00 p.m. to 8:00 p.m., which adds 2-3 extra hours to my workday. It is a demanding schedule, but necessary for financial stability.
For me, teaching is more than a profession – it is a continuous process of self evaluation and growth. Each academic year presents a new opportunity to face classroom challenges and work towards meaningful solutions. My professional journey is enriched by my involvement in organisations such as the Cameroon English and Literature Teacher Association CAMELTA and the Penn State African Studies Global Virtual Forum. I have also had the privilege of presenting my work at the International Association of Teachers Teaching English as a Foreign Language (IATEFL) Conference, lastly in March 2026. These experiences reflect my deep belief that empowering students and building their confidence is one of the most rewarding aspects of teaching. As an example, my previous challenge was to investigate why my 12th grade students refused to actively participate in the classrooms.
Teaching English in a francophone urban setting like Yaoundé comes with unique challenges. As an English language teacher handling a 12th grade classroom in the francophone education system, I encountered students aged between 16 and 19 who struggled significantly with speaking English. Although many of them were exposed to English at school and occasionally at home, participation in class remained very low. Through classroom observations, anonymous questionnaires, interviews, and discussions with colleagues, several important findings emerged: many students were simply afraid of making mistakes in front of their classmates. Others became frustrated because they understood very little during lessons. A number of students lacked support at home since their parents were often busy with work and unable to supervise their studies. Some learners did not own basic learning materials such as dictionaries, textbooks, or revision guides. Another major issue was perception. Several students viewed English as a very difficult and complicated language compared to French. Others believed the language was not useful to their future goals, while some were negatively influenced by peers who also showed little interest in learning.
First, I addressed students’ beliefs about English being more difficult than French. I explained that language difficulty is often subjective and depends on background, exposure and practice. I encouraged students to approach English with an open mind and focus on learning something new every day. To reduce anxiety in class, I began each lesson with an icebreaker, a joke, or a short friendly discussion. This helped students feel more relaxed and comfortable participating. I also made lessons more meaningful by using simple examples connected to students’ everyday experiences. Learners were encouraged to share personal stories during class activities, making communication more natural and engaging.
Group work and peer teaching became another important strategy. Students participated in debates, reading exercises, spelling competitions, and writing contests with small prizes awarded to the winning group. These activities promoted communication, teamwork, and healthy competition. In addition, I created a WhatsApp group involving parents in order to strengthen follow-up and collaboration between home and school. This initiative helped many parents understand the seriousness of their children’s language difficulties, as some students had previously hidden their struggles.
Finally, I committed myself to continuous professional development by attending workshops and training programs to improve my teaching practices and remain updated with effective educational strategies.
As to what worked and what did not, I realised that the strategies produced encouraging results overall. There was a noticeable improvement in students’ willingness to speak English in class. Many learners gradually became more confident and active during lessons and group activities. Parental involvement also increased significantly. Some parents began monitoring their children more closely or hiring private tutors to support learning at home. The use of relatable examples and interactive activities proved particularly effective in improving participation and motivation. However, some challenges remained. A few students continued to struggle because of limited practice outside the classroom or persistent fear of making mistakes.
However, this experience taught me that teaching language is not only about grammar and vocabulary, but also about patience, encouragement, and understanding students’ emotional and social realities. Improving students’ speaking abilities requires a supportive environment where learners feel safe to practise without fear of judgement.
I will tell you about my first impressions in Karlsruhe soon and then also about my participation in the Global Teaching project at PHKA. Stay tuned!
Text by Adeg Kissob Nelvis
Photos by Adeg Kissob Nelvis & Noel Chick Forbang
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