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 French language curriculum in public junior secondary schools in Niger State, Nigeria. Despite the designation of French as Nigeria's second official language and its inclusion in the National Policy on Education, its implementation at the basic education level remains inconsistent and largely ineffective. The study was guided by five objectives, including assessing the extent of curriculum implementation, students' awareness and interest, institutional and systemic factors, challenges faced by schools, and strategies for sustainable implementation. A descriptive survey research design was adopted. The study was conducted across four purposively selected Local Government Areas - Chanchaga, Bida, Kontagora, and Suleja. A total of 300 students 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 structured questionnaires 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 many schools either not offering French or teaching it irregularly. The shortage and uneven distribution of qualified French teachers emerged as the most significant challenge, alongside inadequate instructional materials and weak institutional support. Despite these constraints, students demonstrated a high level of interest in learning French 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 such as resource availability, administrative priorities, and sociocultural perceptions. The study concludes that the under-implementation of the French curriculum is primarily driven by structural and institutional deficiencies rather than lack of student interest. It recommends improved teacher recruitment and deployment, provision of adequate instructional materials, strengthened policy enforcement, and the promotion of interactive teaching methods and extracurricular activities such as French clubs. Addressing these challenges is essential for ensuring equitable and sustainable access to French language education and for enhancing Nigeria's multilingual capacity in a globalized context.