In Cameroon, characterized by more than half a century of legacy colonial language education, adopting an alternative form of education is not only a desired goal but more importantly, a major challenge in classroom innovation. This paper investigates stakeholders’ perceptions of a language-based multicultural education (LBME) model for primary schools in Fako Division, Cameroon. the study explores what stakeholders consider the essential for a culturally responsive education. The study employed an exploratory sequential design with mixed methods having research instruments like questionnaires, semi-structured interviews, and focus group discussions with teachers, inspectors, parents, and head teachers. The findings reveal that stakeholders prioritize indigenous language and culture, local history, traditional knowledge systems, and intercultural dialogue as central elements of a Language-based Multicultural Education (LBME) curriculum. However, they highlight challenges such as the dominance of colonial languages, lack of culturally relevant teaching materials, and insufficient teacher preparation. The study argues for the development of a context-specific curriculum that integrates indigenous knowledge and languages with national and global competencies. It concludes training of more teachers and participatory policy-making to foster equity, cultural preservation, and social cohesion.

Multicultural Education, curriculum content, indigenous knowledge

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