Navigating Linguistic Diversity: A Theoretical Framework for Primary School Language Policy in Cameroon

This theoretical article confronts the enduring challenge of formulating effective primary school language policy in Cameroon’s complex multilingual context. It analyses the persistent disconnect between constitutional recognition of indigenous languages, the official bilingualism policy in English and French, and the practical realities of classroom instruction. Through a critical synthesis of established sociolinguistic and language-in-education policy literature pertinent to Cameroon and analogous African settings, the study constructs a novel theoretical framework. The methodology entails a systematic selection and integration of theories—notably translanguaging and language-as-resource orientations—with rigorous analysis of recent Cameroonian policy documents and empirical studies. The article argues that rigid, subtractive language-of-instruction models are unsustainable. Consequently, it proposes a flexible, multi-layered framework. This model advocates for the strategic, pedagogically guided use of learners’ familiar languages as a scaffold for early literacy and concept formation, whilst planning for the systematic integration of official languages. The significance of this work lies in providing a coherent, theoretically robust alternative for policymakers and curriculum developers. It seeks to transform linguistic diversity from a perceived obstacle into a foundational pedagogical asset, thereby prioritising educational equity and cognitive development within the pursuit of sustainable development goals.