Abstract
This study examines the organization of a French language course by analyzing the curriculum breakdown, scheme of work, and lesson plan in Nigeria and other English- speaking countries. It explores how curriculum design influences the effectiveness of French language instruction, focusing on practical implementation within diverse educational settings. The study highlights the importance of structuring French courses to accommodate linguistic and cultural nuances, ensuring relevance and adaptability for learners in multilingual contexts.
In Nigeria, where French is a second foreign language, curriculum design often emphasizes basic communication skills and regional integration, reflecting the country’s geopolitical alignment with Francophone neighbors. Conversely, English- speaking countries like the United Kingdom and the United States approach French instruction through immersive methods, prioritizing global communication and cultural competence. By comparing these models, the study identifies gaps and opportunities for aligning curriculum goals with learner needs and societal demands.
Findings underscore the necessity of a well-defined scheme of work and lesson planning to balance linguistic theory with practical application. Recommendations include integrating local cultural contexts and leveraging technology to enhance engagement and retention. This comparative analysis aims to guide educators, policymakers, and curriculum developers in improving French language instruction, fostering multilingualism, and promoting global connectivity.
