Academic success is the prize for which all school-going is waged. But due to the nuanced role of the teacher and other competing pedagogic factors, many students who have a limited mastery of the language of instruction have difficulties coping with academic materials. The result is weak grades, loss of motivation and confidence. The authors of this empirical study have unlocked a door which holds promise for research in educational linguistics. They address foundational problems, the root of learning difficulties, and set ‘the attainment of proficiency’ as the goal of English language teaching in Cameroon secondary schools. This book should change English language teachers’ self-image and the way English is taught in Cameroon.