Replicating the Study of Multilingualism and Primary Education Language Policy in Cameroon: A Contemporary Analysis

This replication study critically re-examines the relationship between multilingualism and language-in-education policy in Cameroonian primary schools, a persistent challenge for educational equity. It replicates a 2021 study from the Southwest region, which identified significant disparities in learning outcomes linked to the implementation of official bilingual (English-French) and mother-tongue policies. Our research, undertaken between 2021 and 2023, employs a robust mixed-methods design—systematic classroom observations, semi-structured teacher interviews, and standardised pupil assessments—to verify these findings within the distinct linguistic contexts of the Northwest and Littoral regions. It investigates whether previously identified issues, including policy misinterpretation, inadequate teacher training, and pupil disengagement, persist. The study confirms a sustained disconnect between national policy aspirations and classroom practice. Pedagogical approaches frequently default to dominant regional languages, thereby marginalising both official bilingualism and indigenous tongues. These findings underscore the necessity for context-sensitive teacher professional development and more decentralised, flexible policy frameworks that align with local linguistic ecologies. The replication affirms that without substantial investment in systemic support and meaningful community consultation, language policies will continue to impede foundational learning across Cameroon. This offers critical, generalisable evidence for informing educational reform within multilingual African contexts.