Implementation of the French language curriculum in Public Junior Secondary Schools in Niger State, Nigeria: Challenges and Prospects

Abstract

This study examined the structural and institutional challenges affecting the implementation of the Frenchlanguage curriculum in public junior secondary schools in Niger State, Nigeria. Despite the designation ofFrench as Nigeria's second official language and its inclusion in the National Policy on Education, itsimplementation at the basic education level remains inconsistent and largely ineffective. The study was guidedby five objectives, including assessing the extent of curriculum implementation, students' awareness andinterest, institutional and systemic factors, challenges faced by schools, and strategies for sustainableimplementation. A descriptive survey research design was adopted. The study was conducted across fourpurposively selected Local Government Areas - Chanchaga, Bida, Kontagora, and Suleja. A total of 300students were sampled from twelve public junior secondary schools using multistage sampling techniques,while only seven (7) French teachers were used for the study. Data were collected using structuredquestionnaires and focus group discussions, and analyzed using descriptive statistics and thematic analysis.Findings revealed that the implementation of the French curriculum is limited and inconsistent, with manyschools either not offering French or teaching it irregularly. The shortage and uneven distribution of qualifiedFrench teachers emerged as the most significant challenge, alongside inadequate instructional materials andweak institutional support. Despite these constraints, students demonstrated a high level of interest in learningFrench and recognized its academic and career relevance, indicating that motivation is not a major barrier.The study also found disparities in curriculum implementation between schools, influenced by factors suchas resource availability, administrative priorities, and sociocultural perceptions. The study concludes that theunder-implementation of the French curriculum is primarily driven by structural and institutional deficienciesrather than lack of student interest. It recommends improved teacher recruitment and deployment, provisionof adequate instructional materials, strengthened policy enforcement, and the promotion of interactiveteaching methods and extracurricular activities such as French clubs. Addressing these challenges is essentialfor ensuring equitable and sustainable access to French language education and for enhancing Nigeria'smultilingual capacity in a globalized context.