FRENCH LANGUAGE EDUCATION IN NIGERIA: PROBLEMS AND

PROSPECTS
BY

ASHABUA, DERICK A.
derickachu01@gmail.com
(+234) 7039147232
&
AGBOR, CATHERINE ALEX (PHD)
Kayte.agbor@yahoo.com
(+234) 8035966349

ARTS EDUCATION DEPARTMENT

UNIVERSITY OF CALABAR, CALABAR.
NIGERIA.

Abstract

Language is considered as a veritable tool for socio-economic and manpower development because

of the role it plays in connecting people. Language education is a concept that is structured to

provide learners with the opportunity to possess the basic language acquisition skills of listening,

speaking, reading and writing in a target language. French as Nigeria’s second official language

has suffered several setbacks in a bid to take its rightful place as stipulated in the National Policy

on Education. The dichotomy between exogenous and indigenous languages in a multi-ethnic and

multilingual nation like Nigeria is a reason for concern. This paper seeks to highlight the problems

facing French Language education in the Nigerian society and tries to proffer possible remedies to

the situation.
Key words: language, education, policy, multi-ethnic and multilingual.

Introduction

Language is a medium of communication, expression of feelings, thoughts and values (.

Akudolu (2004) sees it as a system of speech used by human beings to communicate with one

another. In furtherance to this, Uwatt (2015) states that the purpose of language is to provide the

physical and notional frame for thought forms and convert them into expressive communication

patterns. Based on this purpose, education in these patterns can be said to be the aggregate of all

the processes by which a child or adult develops the abilities, attitudes and other forms of behaviour

which are of positive value to the society in which he lives, that is to say, it is a process of

disseminating knowledge either to ensure social control or to guarantee rational direction of the

society or both (Odia & Omofonmwan , 2007).

In this vein, language education can be seen as the process of learning a second or foreign

language. In another perspective, it is seen as the process by which a child develops the

communicative attitude which is of positive value to his society (Adebayo, 2010). However,

Agbor and Ogar, (2019) maintained that language is man’s channel of communication; it is the

human capacity for acquiring and using complex systems of utterance. The process acquisition and

learning of a language in any society is clearly stipulated and documented as policies. A policy is

a blue print that guides actions and behaviours. It’s a document that specifies what is to be done,

who is to do what and to whom. In Nigeria, as obtainable in most developed countries world of t
of the world, the National Policy on Education steers the wheel of all educational provisions of the

country and Nigeria is well known as a multi-ethnic nation.

Multi-ethnic or multiple ethnicity refers to the numerous ethnic groups found in a geographical

area. Nigeria is the most populous black nation in Africa with several ethnic groups spread across

the six geo-political zones. This multiple ethnicity gave rise to the multilingual nature of the

country as evident in the over 450 languages and dialects being spoken in the country. The place

of language in a developing country like Nigeria can never be over emphasized. In this vein, the

National Policy on Education (2004) clearly stated:

(a) Government appreciates the importance of language as a means of promoting social

interaction and national cohesion, and preserving cultures. Thus, every child shall learn the

language of the immediate environment. Furthermore, in the interest of national unity it is

expedient that every child be required to learn one of the three Nigerian languages: Hausa,

Igbo and Yoruba.

(b) For smooth interaction with our neighbours, it is desirable for every Nigerian to speak

French. Accordingly, French shall be the second official language in Nigeria and it shall

be compulsory in primary and Junior Secondary Schools but Non-vocational elective at the

Senior Secondary School".

With reference to the provisions in the National Policy on Education (2004), Nigeria is still

battling with language priority conundrum. A situation where two exogenous languages are given

the status of official languages and one is given a superior status of a core subject, while the other
plays the role of a non- vocational elective in the senior secondary school, several years after its

declaration as the second official language in Nigeria is very worrisome. It is also tantamount to

unseriousness on the part of the government and policy makers towards French language

development. Language development starts from policy formation. If the policy is faulty, so will

the implementation be, especially considering the fact that Nigeria is bordered by Francophone

countries; Cameroon, Benin, Niger and Chad. Visiting neighbouring countries will require

knowledge of French language which will not only save cost of seeking the services of an

interpreter but also bridge language barrier as enshrined in the policy.

The Nigerian Language Situation

Although, French has been present in Nigeria before it was declared the nation’s second

official language in 1996 by then Head of State, late General Sani, Abacha. The multiplicity of

languages in the Nigerian setting has made it difficult for French to thrive in the Nigerian society.

The dichotomy between indigenous and exogenous languages with particular reference to

preference has always complicated the issue. The policies in Nigeria theoretically provides for

multiple language learning, not only because of the multilingual status of the country but also due

to her geographical location in the African continent (Adebayo, 2010).

Mother Tongue is a child’s first language of contact. Adebayo (2010) maintained that it is

“The first language a child acquires irrespective of his/her geographical location and/or

sociolinguistique origin”. In the National Policy on Education (2004:16), a child is expected to be

taught in the mother tongue in the first three years of primary education and as core subject up to
the junior secondary level. Nigeria has over 450 indigenous languages, and going by the definition

of mother tongue, all of them are qualified to be classified under this category. According to

Awobuluyi (1991), Nigeria has over four hundred distinct indigenous languages and each of these

languages by definition of mother tongue and by theory qualifies to be taught in pre-primary

school, primary school and junior secondary schools. The deficiencies of most of these languages

over the years have been orthography, materials and personnel (trained and competent teachers),

hence, credence is given to the three major languages; Hausa, Ibo and Yoruba.

English as the first official language in Nigeria is a key course in the General Study Skills (GSS)

in all Universities in the country. It is often taught as Use of English and Communication Skills.

According to Olajire (2009) in Araromi (2013) the National Universities Commission, conceived

the idea of general study skills (GSS) as a veritable programme designed to expose undergraduate

students to a wide range of general, non-specialty courses. These courses are carefully designed to

widen students’ knowledge base beyond the narrow confines of their specialization areas. The

programme is designed to enable graduates fit into the world of work that is not only limited to

their course of study or area of discipline (Timothy, 2018a; Ukeme & Uguma, 2017)

A credit level pass in Ordinary Level English Language is a prerequisite for admission into

universities irrespective of the course to be studied (Omojuwa &Timothy, 2006). The place of

French is silent about admissions. French, in most cases, is used to make up for deficiencies or

increase the number of courses passed. Although in this 21st century the knowledge of an

international language is a necessity, only few universities have incorporated French in their

General Studies (GSS) programmes. Perhaps, this accounts for the low number of candidates
applying to study French. Thus, the admission quota for French programmes in Nigerian

universities is never filled. .

Problems of French Language education in Nigeria

French as the second official language in Nigeria is characterized by several setbacks that

militate against its proper implementation. They include among others funding. Inadequate

funding has been a major problem in achieving the objectives of French language education in

Nigeria. In schools where the language is taught, the libraries are not well equipped, poorly

managed or lack the basic audio-visual equipment. For institutions that have these equipment, they

are either malfunctioning or hardly put to use, due to one reason or the other. Moreover, there is

unstable power supply to watch French films and listen to French programmes on the radio

(Enakome & Ganagana, 2015; Agbor, Ashabua & Ogoh). Whereas, these programmes are meant

to develop learners spoken and written aspect of the language. Also, teachers hired by the

government are not been motivated via grants and scholarships to update their knowledge of the

language. Teachers’ knowledge of the subject matter is implicated in students’ performance

(Obiekezie & Timothy, 2011) And there is little or no provision for training in-service teachers.

Secondly, the issue of inadequate personnel to teach French has bedevilled the teaching of

French, especially in secondary schools. Many of those who have been saddled with the

responsibility of teaching the language are either untrained or ill-experienced with little or no

knowledge in language pedagogy (Obiekezie &Timothy, 2011). Even those who have knowledge

of the language, do not have the requisite skills to make the learning of French pleasure and a joy.

Often, anyone who can express himself in the language can easily be given the task of teaching

others. This practice is common in the rural areas where language experts are difficult to come by

and are also expensive to maintain.

 Thirdly, instructional materials for the teaching of French are not available in most Nigerian

schools. There is the problem of inadequate materials for learners to read. Very few bookshops sell

French textbooks. Shop owners always complain of poor patronage as the reason for not having

many French texts in stock. Most times, buyers will have to place a demand through the retailers

before a particular text is brought. Emordi (1985) in Enakome & Ganagana (2015) maintained that

a lot of factors make it difficult for learners who have studied French for five or more years not to

express themselves and communicate very well. For instance, textbooks and course materials used

in teaching students do not correspond to the sociolinguistic background and necessities of the

students. In addition, most French language teachers are not native speakers of the language.

Finally, we have administrative policies. The non-inclusion of French Language as one of

the general courses in most universities and other tertiary institutions has contributed in not making

the language to be as popular as it should. It has also registered in the minds of most students that

it has little or no prospects, as either a course of study or an area of discipline, especially when

compared with other popular disciplines like law, medicine, engineering etc. Some institutions are

proposing that the language should be taught for specific purposes and not just for the basic

knowledge of it. This controversy has also contributed to its non-inclusion in the GSS courses.

Prospects

There have been some laudable prospects in the development of French language in

Nigeria. Making French Language compulsory for at the upper basic upper basic level of education

is a step by the government that is worthy of commendation. This has gone a long way to reposition
the language in the minds of the learners as well as the teachers at this level. It has given learners

the required foundation and at the same time preparing them for the world of work.

Secondly, the bilingual dictionaries like Harrap (English –French & French-English) play a key

role in aiding learners to learn by exposing them to how the language could be used in various

contexts. They provide learners with the basic linguistic competence and vocabulary development

necessary for effective communication.

Thirdly, the French Language Centres in the country provide language learning

programmes for all categories of learners. They also offer courses for certificate and diploma

programmes. The provision of informal and formal framework for learning French makes such

centres very attractive.

Recommendations

In view of the aforementioned problems militating against the proper implementation of

the French language education in Nigeria, the following recommendations are made as follows:

Firstly, the federal, state and local governments should demonstrate positive attitude towards the

teaching and learning of the language. This should be demonstrated in adequate funding of

education. With adequate funding, libraries would be well equipped with books and digital devices.

Also school can afford to have televisions and other audio-visuals with are known to help in

language learning view to improving the teaching and learning of the language.

Secondly, in-service teachers should be trained periodically and given scholarships with

mouth watering incentives. Those without education background should be made to take a course

in education to enable them have the pedagogical know-how of teaching the language.
Thirdly, the Nigerian Universities Commission (NUC) should ensure that French language is given

a place in the GSS courses like the newly introduced anti-corruption, entrepreneurial studies and

the likes. It should also be a prerequisite for admission into all public and private universities.

Finally, the government should sponsor experts to write books in consonance with the

curriculum and the Nigerian society. The texts should capture issues of the Nigerian society in

order to captivate the interest of the learners. Instructional materials should also consist of

audiovisuals while radio and television broadcast of French programmes by native speakers should

be provided for in the teaching and learning situation. Textile industries should be encouraged to

write inscriptions in both French and English. This will help to promote the French language and

inspire readers.

Conclusion

The problems militating against the effective implementation of the French language

programme in Nigeria are numerous, but this paper highlighted a few. The need for the knowledge

of the language among Nigerians cannot be emphasized as they were clearly spelt out. French

language in the Nigerian society holds several prospects for the teeming youths and the aged.

Taking advantage of the presence of the language in the country will go a long way to give it a

face lift. Therefore, if the government and all concerned do the needful by providing the necessary

support and upholding the existing ones, the place of the language will be clearly identified,

thereby, bridging the gap and providing an alternative for the English language. We need not

remind ourselves that Nigeria is an Anglophone country in the centre of Francophone countries.

REFERENCES
Adebayo, L. (2010). French Language Teaching and Productivity Enhancement in Nigeria:

Issues and Challenges. Gale: International Academy Press.

Agbor, C. A., & Ogar, K. N. (2019). Non-Linguistic Variables as Predictors of Students’

Performance in French Language in Calabar Education Zone, Cross River State, Nigeria.

Journal of Education and Practice, 10(8), 19-24.

Agbor, C. A., Ashabua, D. A. & Ogoh U. I. (2018). Incorporating Current World Environmental

Themes into Innovative Learning of French Language. International Journal of

Contemporary Social Science Education, 1(2), 120-124

Akudolu, L. R. (2004). Teaching The Language Arts. Enugu: John Jacobs classic publishers

Ltd.

Awobuluyi, O. (1979): The New National Policy on Education in Linguistics Perspective. Ilorin:
The University of Ilorin Press.

Enakome P. O. and Ganagana, D. P. (2015) French Language Teaching in Nigeria: An Issue of

Concern. Continental J. Education Research 8 (1): 15 - 22, 2015

Federal Republic of Nigeria (2004): National Policy on Education, Lagos, NERDC press, 4th

edition

Maxwell O. Araromi (2013). Attitudes of Undergraduate Students to the Study of French Language

as a General Study Course in Ajayi Crowther University, Oyo, Nigeria. Studies in Literature

and Language, 7(2), 93-100. 16.

Obiekezie, E.O. & Timothy, A.E. s (2011). Students’ perception of teachers’ knowledge of subject

matter and reading comprehension performance of SS 3 students in Cross River State,

Nigeria. Global Journal of Educational Research, 10 (2), 105 – 110.

https://www.ajol.info/index.php/gjedr/article/view/79057

Odia, L. O. and Omofonmwan, S. I. (2007). Educational system in Nigeria problems and

prospects. Benin City: Kamla-Raj.

Omojuwa, J. & Timothy, A. (2006). Television viewing frequency and reading comprehension

performance of Secondary School Students in Cross River State, Nigeria Education for

Today, 6(2), 19 – 21

Timothy, A. E. (2018a). Deploying WhatsApp in `Use of English and Communication Skills’ Class

in Nigeria: Benefits and Constraints. Santhom Journal of Edu RACE. 77-88

www.ssthomascollegemylacompu.org.

Ukeme, G. D. & Uguma, V. U. (2017). Debate as an Effective Teaching and Learning Strategy for

Developing Listening Comprehension in English as a Second Language Classroom. Annals

of Modern Education, 9(1), 8-19

Uwatt, L. E. (2015) Basic Communication and Study Skills. Calabar: Stiffaith Prints & Supplies

Co.