English Language Teaching (ELT) in Anglophone Africa is faced with various challenges, some of which have been overlooked. Among these is lack of clarity on the status given to English when making important decisions on language planning and policy. This has led to unrealistic objectives of ELT, inappropriate teaching and learning materials, and inadequate teaching methods. This paper examines the different contexts in which English language is taught, in order to determine, at policy level, what objects are realistic and what methods and materials are appropriate for which context. This would contribute towards addressing the challenges facing ELT in Anglophone Africa. Finally, the paper calls for a need for African language planners and policy makers to go back to the drawing board and take stoke of ELT contexts and make policy on the basis of the contexts that prevail on the ground.