A Sociocultural Theory of Multilingualism and Language of Instruction Policy in Cameroonian Primary Education

Abstract

This theoretical framework article addresses the persistent challenges in Cameroonian primary education stemming from the complex interplay between multilingualism and language of instruction (LOI) policies. Despite official recognition of Cameroon's linguistic diversity, current LOI policies often fail to adequately leverage the sociolinguistic realities of learners, leading to pedagogical disconnects and potentially hindering educational equity. This paper proposes a sociocultural theoretical lens, drawing upon Vygotskyan principles of social interaction and zone of proximal development, to re-examine the conceptual underpinnings of LOI in Cameroonian primary schools. By situating language acquisition and learning within the rich social and cultural contexts of Cameroonian communities, the framework argues for a more dynamic and responsive approach to LOI that embraces, rather than attempts to homogenize, the nation's linguistic heritage. Key arguments centre on the potential of incorporating mother-tongue instruction in early grades as a scaffolding mechanism for broader language acquisition, and the importance of teacher professional development that is culturally and linguistically sensitive. This theoretical contribution is significant for its potential to inform more contextually relevant and effective LOI policies in Cameroon and across multilingual African educational landscapes, fostering a more inclusive and empowering learning environment grounded in African realities.