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The paper compares language policy and French teaching at secondary and post-secondary levels, analyzing primary data from teachers. Findings show different levels of official status, yet notable similarities in policy structures and in challenges to full implementation. Country-specific solutions address existing barriers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-french-as-a-foreign-language-in-multilingual-and-anglophone-contexts-the-experiences-of-teachers-in-nigeria-and-ghana/602199/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-french-as-a-foreign-language-in-multilingual-and-anglophone-contexts-the-experiences-of-teachers-in-nigeria-and-ghana/602199.png","ImageObject",300,407,{"name":92,"@type":93},"acoobca","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do Nigeria and Ghana teach French despite being Anglophone countries?","Question",{"text":112,"@type":113},"French is adopted to support regional integration and cooperation with nearby francophone nations. The proximity and shared borders motivate its inclusion in education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach does the paper use to study French teaching in Nigeria and Ghana?",{"text":117,"@type":113},"It uses a comparative approach and draws on teachers’ experiences to examine language policy and French teaching across secondary and post-secondary levels.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings indicate about policy and implementation challenges?",{"text":121,"@type":113},"Although French does not have the same status in the two countries, similarities appear in how the teaching is regulated and in the challenges that hinder full implementation. The paper also proposes country-specific solutions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602199,1792171565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Educational Considerations  \nVolume 49  \nNumber 2 Cultivating International Connections Article 7  \nThrough Education  \n2023  \nTeaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in Nigeria and Ghana  \nMichael Akinpelu  \nUniversity of Regina, Canada, [michael.akinpelu@uregina.ca](michael.akinpelu@uregina.ca)  \nStella Afi Makafui Yegblemenawo  \nKwame Nkrumah University of Science and Technology, Kumasi, Ghana, [samyegblemenawo.cass@knust.edu.gh](samyegblemenawo.cass@knust.edu.gh)  \nFollow this and additional works at: [https://newprairiepress.org/edconsiderations](https://newprairiepress.org/edconsiderations)  \n Part of the Other French and Francophone Language and Literature Commons  \nThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.  \nRecommended Citation  \nAkinpelu, Michael and Yegblemenawo, Stella Afi Makafui (2023) \"Teaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in Nigeria and Ghana,\" Educational  \nConsiderations: Vol. 49: No. 2. [https://doi.org/10.4148/0146-9282.2345](https://doi.org/10.4148/0146-9282.2345)  \nThis Article is brought to you for free and open access by New Prairie Press. It has been accepted for inclusion in Educational Considerations by an authorized administrator of New Prairie Press. For more information, please [contact](contact cads@k-state.edu)[ cads@k-state.edu](contact cads@k-state.edu).  \nTeaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in Nigeria and Ghana  \nCover Page Footnote  \nAcknowledgements: The authors wish to thank all survey participants in Nigeria and Ghana. Funding: The authors did not receive any funding for conducting and publishing this research. Declaration of Conflict of interest: The authors declare no known or potential conflict of interest with regards to this study, the publication or authorship of this article. Ethics Statement: This research did not directly involve any animal and human subjects. However, since data was collected using an online survey, details related to the purpose of the study, including the anonymity of data collected and how data collected are intended to be used were provided in the first section of the survey and participation was voluntary.  \nThis article is available in Educational Considerations: [https://newprairiepress.org/edconsiderations/vol49/iss2/7](https://newprairiepress.org/edconsiderations/vol49/iss2/7)  \nTeaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in  \nNigeria and Ghana  \nMichael Akinpelu and Stella Afi Makafui Yegblemenawo  \nAbstract  \nNigeria and Ghana are two Anglophone countries in West Africa that have adopted the teaching  \nof the French language in their education systems because of their proximity to francophone  \ncountries and the necessity for regional integration. Whereas the language has gained some  \nofficial status in the national curriculum (National Policy on Education) in Nigeria and made a  \nrequired subject at some levels of education, French continues to enjoy a privileged status in  \nGhana but without an official status yet. Using a comparative approach, this paper explores the  \nlanguage policy in favour of the French language and its teaching at the secondary and post  \nsecondary levels in both countries. The analysis of primary data collected with teachers at both  \nlevels in these countries show that, although French does not enjoy the same status in the two  \ngeographical spaces, similarities abound in terms of the policy regulating its teaching and the  \nchallenges impeding the full implementation of the policy. Country-specific solutions are offered  \nto existing challenges.  \nKeywords: Anglophone setting, language policy, French, teaching, Nigeria, Ghana,  \nmultilingualism.  \nIntroduction  \nAlthough Africa is home to 30%(2,158) of","cbCaivRLTrk9Ztz8","https://ap.wps.com/l/cbCaivRLTrk9Ztz8","pdf",604142,37,"English","# Abstract\n# Introduction\n# Keywords","[{\"question\":\"Why do Nigeria and Ghana teach French despite being Anglophone countries?\",\"answer\":\"French is adopted to support regional integration and cooperation with nearby francophone nations. The proximity and shared borders motivate its inclusion in education.\"},{\"question\":\"What approach does the paper use to study French teaching in Nigeria and Ghana?\",\"answer\":\"It uses a comparative approach and draws on teachers’ experiences to examine language policy and French teaching across secondary and post-secondary levels.\"},{\"question\":\"What do the findings indicate about policy and implementation challenges?\",\"answer\":\"Although French does not have the same status in the two countries, similarities appear in how the teaching is regulated and in the challenges that hinder full implementation. The paper also proposes country-specific solutions.\"}]","Teaching French as a Foreign Language in Multilingual and Anglophone Contexts: The Experiences of Teachers in Nigeria and Ghana | PDF",1792094216,93]