In Cameroon, one of Africa’s most linguistically diverse countries, many children begin school without knowing the language used in the classroom. This study explores how the phonetic similarity between a child’s home language and the language of instruction influences early learning.
Findings
- In multilingual countries such as Cameroon, children are often taught in a language they do not speak at home. This misalignment hinders early learning, particularly in listening comprehension.
- This study develops a phonetic similarity score to measure how closely a child’s home language aligns with the language used in school. The score is based on comparing 164 common words across 15 major Cameroonian languages, which helps to identify language gaps that may impact learning.
- Findings from third-grade students indicate that a greater linguistic similarity between the home language and French or English significantly improves listening comprehension scores.
- The effects are more significant among students in rural areas and those who receive reading support at home.
The research underscores the importance of addressing linguistic barriers in education policy. A one-size-fits-all approach that overlooks home language realities risks perpetuating inequalities.
Find out more about the research methods, findings, and policy recommendations in the following PEP publication:
Reports
Research team
Country
Cameroon
