This study explores factors that may influence language teachers' understanding and implementation of APC in Cameroon. It focuses on the role of linguistics and didactic reconciliation in the implementation of APC. This work finds its theoretical foundations in socio-constructivism, cognitivism, and situated cognition. The question the study attempts to answer is the extent to which linguistic politeness and didactic reconciliation might influence the understanding and implementation of CPA in the language classroom. We adopted an exploratory and qualitative approach. It is focused essentially on observations, interviews, and audio recordings of French lessons from some secondary schools in Cameroon. This work, whose objective is to revisit teaching-learning practices and to contribute to the improvement of the quality of teachers' intervention, led to results aiming at taking into account the components which found the interactions between learners and teachers on the one hand, and knowledge on the other hand, as well as the mediation process which links them.