Redefining Second Language Acquisition in Cameroon and Teaching Implications

Abstract

The linguistic situation in Cameroon presents a unique context that challenges contemporary definitions of Second Language Acquisition (SLA). Traditional SLA frameworks, such as those proposed by Ellis (1997), Crystal (1997), Saville Trioke (2006) and other scholars, largely emerge from monolingual or bilingual settings where learners acquire a second language under relatively stable linguistic conditions. However, Cameroon’s multilingual environment marked by over 250 indigenous languages, alongside English and French as official languages complicates the conventional understanding of SLA. This study argues that existing SLA theories do not fully account for the complexities of English acquisition in Cameroon, where factors such as diglossia, code-switching, linguistic interference, and sociopolitical influences shape language learning in ways that diverge from standard models. By critically analysing contemporary SLA definitions and their applicability to the Cameroonian context, this paper calls for a re-evaluation and contextual redefinition of SLA in Cameroon. It explores how the coexistence of multiple linguistic systems affects English learning, both in formal education and everyday interactions. The study proposes a redefined SLA framework that acknowledges Cameroon’s linguistic diversity and argues for a more context-sensitive approach to language teaching and learning. Furthermore, it examines pedagogical approaches that align with this unique linguistic environment, advocating for teaching methods that leverage multilingual competence, sociocultural factors, and communicative practices relevant to the Cameroonian context. This research contributes to the broader discourse on SLA by proposing models that reflect the realities of multilingual societies and offer practical implications for educators and policymakers.