Issues in French Language Teaching in Nigeria: The Case of Nwafor Orizu College of Education, Nsugbe and Nnamdi Azikiwe University, Awka

Abstract

This paper compares the issues faced in French language teaching between Nwafor Orizu College of Education and Nnamdi Azikiwe University in Nigeria. Both institutions play a crucial role in imparting French language education to students, and this comparative analysis seeks to identify and examine the challenges they encounter in this process. The demand for French language instruction has increased, but the availability of proficient instructors remains limited, impacting the quality of language learning for students in both schools. The lack of appropriate instructional materials and resources hinders effective language teaching as both institutions struggle to access tailored textbooks, workbooks, and audiovisual aids, making it difficult to provide comprehensive language learning experiences that align with the needs of Nigerian students. The lack of necessary infrastructure and resources restricts the comprehensive incorporation of technology in language classrooms, limiting the potential benefits it can offer in enhancing language acquisition. However, despite these shared challenges, there may be some institution-specific issues unique to each university. Factors such as institutional policies, funding, and teaching methodologies could vary and contribute to discrepancies in the French language learning experience for students. This paper aims to provide valuable insights into the issues faced in French language teaching in Nigeria, specifically within Nwafor Orizu College of Education and Nnamdi Azikiwe University. By identifying these challenges, this paper will contribute to the development of targeted strategies and interventions that can be implemented to improve the quality of French language education in both institutions and, by extension, across the country. Ultimately, addressing these issues will lead to a more proficient and culturally enriched generation of French speakers in Nigeria. This paper employs a comparative research methodology to analyze the issues faced in French language teaching between Nwafor Orizu College of Education and Nnamdi Azikiwe University in Nigeria. Drawing upon a theoretical framework grounded in educational psychology and language acquisition theories, the study aims to identify and examine the challenges encountered in imparting French language education to students in these institutions. By utilizing qualitative and quantitative data collection methods, including interviews, surveys, and document analysis, the research seeks to provide a comprehensive understanding of the factors influencing the quality of French language instruction. The theoretical framework guides the interpretation of findings, allowing for a deeper exploration of the underlying reasons behind the identified challenges. Through this research approach, the paper aims to contribute valuable insights into the issues faced in French language teaching in Nigeria, paving the way for targeted strategies and interventions to enhance the quality of language education in both institutions and foster a more proficient generation of French speakers in the country.