VERS UNE REFORME DE L’ENSEIGNEMENT DU FRANÇAIS AU NIGERIA : ANALYSE DES METHODES D’HIER, D’AUJOURD’HUI ET DE DEMAIN

Abstract

This study examines the evolution of French language education in Nigeria through a comparative and historical analysis of teaching methods from past to present, while proposing innovative perspectives for the future. Anchored in the Constructivist Learning Theory and the Communicative Language Teaching (CLT) approach, the research emphasizes learner-centered and interactional pedagogies as the foundation for sustainable reform. Using a qualitative documentary and comparative method, the study analyzes existing literature, policy documents, and classroom practices to identify trends, challenges, and opportunities for transformation. The findings reveal a gradual shift from teacher-centered and memorization- based models to communicative, technology-enhanced, and experiential learning strategies. However, systemic challenges such as socio-economic disparities, limited technological infrastructure, and institutional resistance persist. The study concludes by proposing a framework for reform that integrates teacher professional development, government support, and community engagement. It advocates for a coherent and policy-driven model to enhance the teaching and learning of French in Nigeria and prepare learners for global citizenship.