This study examines English language teaching practices in bilingual private primary schools in the Abomey-Calavi region of Benin. The aim is to identify the challenges teachers face in teaching English and to propose solutions to overcome them. A mixed-methods approach was used, combining three hundred (300) students’ survey data with ten (10) English teachers’ semi-structured interview data and classroom observation. Thematic analysis was used for qualitative data and descriptive statistics for the survey results. The results show several challenges: limited English exposure, bad teaching strategies and lack of resources. The study concludes that teacher training, resource availability and student engagement are key to effective English teaching in bilingual schools. The practical implication of this study is that policymakers and educators should focus on teacher development and better teaching materials to improve outcomes in a bilingual context.
Contact Info
editor@learning-gate.com
For all editorial matters, including decisions on acceptance/rejection and publication status updates.
submissions@learning-gate.com
For submission difficulties, submitting papers via email, and checking submission status.
formatting@learning-gate.com
For assistance with formatting and template-related issues (authors only).
board@learning-gate.com
To request to join or be removed from the editorial board.
support@learning-gate.com
For technical issues or general queries related to the journal website.
This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
Licensed under 
a Creative Commons Attribution 4.0 International License.
a Creative Commons Attribution 4.0 International License.