English Medium Education in a multilingual francophone context: Primary school learning in Cameroon

While there is a growing body of literature on the policy and practice implications of English Medium Education (EME) in multilingual Sub-Saharan Africa, there has been very little research on how primary school children in these contexts experience and navigate the curriculum in English. This study set out to document and understand the range of learning resources and strategies that multilingual Francophone children in Cameroon draw upon to access learning in the medium of English with a view to contributing to the discussions of good practice for young learner education in multilingual contexts where EME is promoted. To enable an in-depth exploration of children’s experiences of EME, the study adopted an exploratory case study research design (Yin, 2014) in two English Medium state primary schools in Yaounde, the capital city of Cameroon. A total of 40 upper primary children were initially selected through a stratified purposive process guided by their responses to an initial questionnaire, but