The present study investigates the teaching of the English language in some Chadian educational institutions of science and technology, with the aim of bringing out the specificities in the teaching and learning processes in the concerned institutions. The study is thus informed by Morley’s (2000) perspective on Halliday’s (1985) Systemic Functional Linguistics, and makes use of a quali-quantitative method. Informants randomly sampled from a population constituted of teachers, students and government officials were subjected to questionnaires as main research tool. The findings reveal that common teaching and learning practices in the institutions under inquiry rather fall under general English instead of ESP. Thus, need is to revisit syllabuses and teaching methods so as to meet the communicative needs of the learners.