Language Ideology: Learning French As A Foreign Language in Nigeria

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LANGUAGE IDEOLOGY: LEARNING FRENCH AS A FOREIGN LANGUAGE IN

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International Journal of Arts, Languages, Linguistics and Literary Studies (JOLLS) Http://www.jolls.com.ng/v2/
Vol. 13 (3) August-September 2024 ISSN : 2636-7149-6300 (online & print)
LANGUAGE IDEOLOGY: LEARNING FRENCH AS A FOREIGN LANGUAGE IN NIGERIA

Adigwe, Joseph Chinedu
Delta State University, Abraka
Department of Languages and Linguistics
Abstract
Learning a foreign language can sometimes be unbearably challenging. Over the
years, research has revealed that some of these challenges are as a result of poor
human and infrastructural resources as well as teaching aids and methods.
However, this study focuses on linguistic ideologies related to learning French as
a foreign language in Nigeria. The study investigates how preconceived ideas about
French language affect student’s ability to effectively learn the language. The study
adopts the sociolinguistics approach. It analyses responses from French language
learners and trainers in different French language training centres across three (3)
States: Delta, Edo and Bayelsa. The sample comprises 20 training centres and the
respondents include both learners and trainers. The instrument for data collection
is the questionnaire. The study adopts the simple percentage analysis. The results
from the analysis reveal that some preconceived ideologies or notions about the
French language have negative impact on the student’s ability to learn French as a
foreign language in Nigeria. Arising from the findings, the study proposes some
recommendations that can minimize this negative influence.
Key words: Foreign language, ideology, language ideology, French language,
language centre.
Introduction and the need for intercultural communication have

Learning a foreign language can be a led to a growing interest in learning other foreign
challenging but rewarding experience. When it languages, particularly French.
comes to learning French, there are often According to Meristo (2022), one
preconceived notions and language ideologies that common language ideology surrounding French
can impact a student's ability to effectively learn could be the idea that it is a difficult language to
the language. These ideologies can stem from learn. This belief may stem from the complexities
cultural stereotypes, historical events, or even of French grammar, the use of gendered nouns, or
personal biases. Language ideology refers to the the pronunciation of certain sounds that may be
belief systems surrounding languages and their unfamiliar to English speakers. However, it is
usage within a specific social context. In Nigeria, important to approach learning French with an
a country known for its linguistic diversity, the open mind and a positive attitude, as these
learning of foreign languages such as French has language ideologies can hinder progress and
become increasingly popular. In the context of motivation.
Nigeria, where English is the official language, Another language ideology related to
learning a foreign language such as French can be learning French is the notion that French is a
influenced by various language ideologies. romantic language, often associated with love and
According to Kroskrity (2000), language sophistication (Robert, Marion & Ursula, 2002).
ideology refers to the beliefs, attitudes, and values While French does have a reputation for its rich
that people hold about languages and their literary and cultural history, it is important to
speakers. In Nigeria, there is a prevailing ideology remember that language learning is a complex
that places high value on proficiency in the English process that requires dedication and practice.
language due to its colonial history and global Romanticizing the language may lead to
importance. However, the increasing globalization unrealistic expectations and frustration when faced
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with the challenges of learning a new language. II. investigate how preconceived ideas about
Additionally, there may be language French language affect student’s ability
ideologies related to the perceived superiority of to effectively learn the language in
French speakers or the idea that speaking French Nigeria;
is a mark of intelligence or sophistication. These III. proffer solution to the barrier caused by
beliefs can create feelings of inadequacy or French language ideology.
intimidation for learners, especially if they do not Research questions
fit the stereotype of a typical French speaker. It is I. what are the preconceived ideas about
important to remember that language is a tool for learning French language in Nigeria?
communication and cultural exchange, and that II. in what ways does preconceived ideas
proficiency in a language does not determine one's about French language affect student’s
worth or intelligence (Ukeje, 2016). This article ability to effectively learn the language in
explores the language ideology surrounding the Nigeria?
learning of French as a foreign language in III. what measures can be taken to correct
Nigeria. these preconceived ideas?
Statement of the problem French as a Foreign Language in Nigeria:
One of the main challenges faced by Strategies and Benefits
individuals learning French in Nigeria is the Learning a foreign language can be a
prevailing language ideology that favours English challenging yet rewarding experience. One of the
as the dominant language. English is the official most popular languages to learn is French, known
language in Nigeria, and it is widely used in for its rich cultural history and widespread use in
government, education, and business. As a result, global communication. French is one of the most
many Nigerians view English as the language of widely spoken languages in the world, with over
prestige and power, while other languages, 220 million speakers globally. In Nigeria, French
including French, are often marginalized and seen is recognized as an official language alongside
as less important. Prior to their French language English and multiple indigenous languages. The
training, learners often hear certain importance of learning French in Nigeria can be
misconceptions or notions about the French attributed to several factors, such as economic
language. Most of these preconceived ideas or opportunities, cultural exchange, and diplomatic
notions could be responsible for learner’s inability relations with French-speaking countries.
to effectively learn the language. This language According to Omoye (2017), Nigeria's
ideology probably could create barriers for economy is closely linked to that of French-
individuals who are trying to learn French in speaking countries in West Africa, such as Benin,
Nigeria. It could lead to feelings of inadequacy and Togo, and Cameroon. By learning French,
inferiority when using French, as well as lack of Nigerians can tap into job opportunities in these
motivation to continue learning the language. neighboring countries and enhance their prospects
Additionally, the lack of support for French in sectors such as trade, tourism, and international
language learning in Nigeria, both in terms of relations. French is a language of culture and arts,
resources and opportunities, could further with France known for its rich literary tradition,
reinforce this negative language ideology. To fashion, cuisine, and cinema. By learning French,
better understand how language ideologies impact Nigerians can engage with French culture and
the learning of French in Nigeria, it is important to heritage, fostering greater cultural exchange and
examine the beliefs and perceptions that learners understanding between the two countries (Omoye,
hold about the language. 2017). Oluranti (2012) opines that Nigeria
Objective of the study maintains diplomatic relations with several
This study seeks to: French-speaking countries and is a member of
I. identify some preconceived ideas about international organizations such as the
the French language in Nigeria; International Organization of La Francophonie.
Proficiency in French can facilitate
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communication and cooperation with these refers to the beliefs, attitudes, and values that
countries, enhancing Nigeria's diplomatic standing people hold about language, including ideas about
on the global stage. Despite the benefits of learning what constitutes "proper" or "correct" language, as
French in Nigeria, there are challenges and well as perceptions of different language varieties
perceptions surrounding the language. Some and speakers.
Nigerians view French as a colonial language and
prioritize the promotion of indigenous languages One key aspect of language ideology is the notion
over foreign ones. Additionally, limited access to of linguistic prestige, which refers to the social
quality French language education and resources status or value assigned to certain languages or
can hinder the effective learning of the language. language varieties. For example, in many societies,
As for Ajiboye (1993), one of the key standard or dominant languages are often seen as
strategies for learning French is immersion. This more prestigious than dialects or minority
involves surrounding oneself with the language as languages. This has implications for language
much as possible, whether by conversing with policy and planning, as well as for individuals’
native speakers, watching French films and TV perceptions of their own linguistic abilities and
shows, or reading French literature. Immersion identities.
helps to improve listening and speaking skills, as
well as cultural understanding. Another important Another important component of language
strategy is consistent practice. Like any skill, ideology is the idea of linguistic purity, which
learning a language requires regular practice to involves beliefs about the "purity" or "correctness"
maintain and improve proficiency. This can be of a particular language or dialect. These beliefs
achieved through daily vocabulary drills, grammar can lead to language discrimination and prejudice
exercises, and speaking practice with language against speakers of non-standard or minority
partners or tutors. languages, perpetuating social inequalities and
The benefits of learning French are vast. reinforcing power dynamics.
Beyond the ability to communicate with over 220 Bucholtz & Hall (2005) believe that
million French speakers worldwide, mastering the language ideology also influences language use in
language opens doors to opportunities in business, various domains, such as education, media, and
travel, and academia (Ariole, 2010). French is also politics. For example, language ideologies can
one of the official languages of major international shape the curriculum and teaching practices in
organizations such as the United Nations and the schools, influencing which languages are taught
European Union, making it a valuable asset for and how they are taught. In the media, language
global careers. According to Adigwe (2019), it is ideologies can influence the representation of
important for an anglophone to have a perfect different language varieties and speakers,
mastery of the French language given the perpetuating stereotypes and reinforcing dominant
opportunities it unlocks. The French language language norms.
holds a special significance in Nigeria as it is one Effects of Foreign Language Ideology
of the official languages of the African Union and Foreign language ideology refers to the
is widely spoken across West Africa. The language beliefs, attitudes, and values that individuals or
is also associated with cultural prestige and societies hold towards languages that are different
sophistication, making it an attractive choice for from their native language. These ideologies often
individuals seeking to enhance their global shape how foreign languages are valued, learned,
competitiveness and cultural understanding. and used in various contexts. In this article, we will
The Concept of Language Ideology explore the effects of foreign language ideology on
The concept of language ideology is a individuals and societies. Holliday (1999) reveals
crucial aspect of linguistic studies, as it helps us that one of the primary effects of foreign language
understand the social, cultural, and political factors ideology is the perception of linguistic hierarchies.
that shape language use and attitudes in society. In many societies, certain languages are viewed as
According to Kroskrity (2000), language ideology prestigious or superior to others, leading to the
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marginalization of minority languages. This can the past decade, reflecting the growing interest in
result in language loss, as speakers of minority learning the French language. Another popular
languages may be discouraged from using their option for French language training in Nigeria is
native language in favor of the dominant language. the French Institute for Research in Africa (IFRA).
For example, in many countries around the world, Located in Ibadan, the IFRA offers French
English is often seen as a more valuable language language courses in addition to research programs
to learn compared to local indigenous languages, and cultural events. The institute's language
leading to a decline in the use of these minority training programs are designed to help students
languages (Dwyer, 2010). develop their language skills in a dynamic and
Another effect of foreign language interactive environment.
ideology is the reinforcement of cultural In addition to these established institutions, there
stereotypes and prejudices. When individuals or are also smaller language training centers and
societies hold negative beliefs about a particular private tutors offering French language courses in
language or culture, it can lead to discrimination Nigeria (Ariole,2010). These options cater to
and social exclusion. This can have detrimental individuals who prefer more personalized
effects on individuals' self-esteem and identity, as instruction or have specific learning goals that may
well as perpetuate harmful stereotypes. For not be met by traditional language training
instance, the portrayal of certain languages as programmes. Overall, the availability of French
"inferior" or "less intelligent" can contribute to the language training centers in Nigeria reflects the
stigmatization of individuals who speak those country's increasing recognition of the importance
languages (Hill, 2002). Foreign language ideology of multilingualism in today's globalized world. By
can also impact social mobility and access to providing individuals with the opportunity to learn
opportunities. In many cases, individuals who French, these centers are not only helping to bridge
speak multiple languages are viewed more cultural and linguistic barriers but also opening up
favorably in the job market and have greater access new opportunities for personal and professional
to educational and economic opportunities. growth.
However, individuals who speak languages that Methodology
are not considered socially prestigious may face Over the years, preconceived ideas about
barriers to social mobility and economic the French language have played a significant role
advancement. This can create inequalities in in shaping learners' perceptions and attitudes
society based on language proficiency and towards learning French. To gain a deeper
perpetuate linguistic discrimination (Holliday, understanding of the impact of these preconceived
1999). ideas, a questionnaire was designed and
French Language Training Centres in Nigeria administered to 100 respondents including
In recent years, there has been a growing learners and trainers from twenty (20) French
demand for French language training in Nigeria. language training centres in three (3) States: Delta,
As a result, various language training centers have Edo and Bayelsa.
emerged across the country to cater to this Population, Sample and Sampling Technics
increasing need. These centers offer a variety of The population of the study comprises the
courses tailored to different proficiency levels, French language centres in Delta State, Edo State
from beginners to advanced learners. and Bayelsa State. Through a random sampling
One prominent French language training center in technique, this study sampled twenty (20) French
Nigeria is the Alliance Française. With branches in language training centres, both public and private
major cities such as Lagos, Abuja, and Port alike, from three (3) different States notably Delta,
Harcourt, the Alliance Française offers a wide Edo and Bayelsa. In general, the following is the
range of courses for individuals of all ages. sample breakdown: seven (7) language centres
According to a report by the French Embassy in from Delta State, eight (8) from Edo State and
Nigeria (2019), the Alliance Française in Nigeria finally five (5) centres from Bayelsa State.
has seen a significant increase in enrollment over
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Collection and analysis intermediate and the advanced levels. The data
Data was collected through a virtual questionnaire collected was analysed using a simple percentage.
from one hundred (100) respondents. The learners The data is presented in tabular form followed by
sampled in this study cut across the beginner, the a brief analysis.
Data Presentation and Analysis

I. Research question one: preconceived ideas about learning French language in Nigeria
Table 1: what is your initial impression of the French language?

Response Options Number of respondents Percentage
French is a very difficult 39 39%
language
The French are racist 05 5%
French language is more 36 36%
difficult than English
French language has too many 20 20%
grammatical rules
TOTAL 100 100%
In table 1, a good number of respondents (39%) believe that French language is a very difficult language. Few
(5%) are not enthusiastic about the language because for them, the French are racist. Most (36%) of the
respondents believe that the French language is more difficult than the English language while 20% are of the
opinion that French language has too many grammatical rules.
Table 2: Prior to your training, did you think French grammar is more complex than English grammar?
Yes 77 60%
No 23 20%
TOTAL 100 100%
Table 2 reveals that majority (77%) agree that prior to their training, they were informed that the French
grammar is more complex than the English grammar while only 22% do not agree that the French grammar
is more complex than the English grammar.
Table 3: what was your idea about French pronunciations prior to your study?
romantic 10 10%
difficult 75 75%
normal 15 15%
TOTAL 100 100%
In table 3 above, 10% of the respondents reveal that pronouncing French words is quite romantic while
majority 75% consider French pronunciations difficult. Few of the respondents (15%) consider French
pronunciations as normal.
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Table 4: Do you believe learning French requires a natural talent for languages?
Yes 87 87%
No 13 19%
TOTAL 100 100%
Table 4 shows that most (87%) of the respondents are of the opinion that the French language is best
understood or mastered effectively by persons who have talent for languages whereas, only few (13%) are of
contrary opinion.
Table 5: Have you heard any stereotypes or misconceptions about French speakers?
Yes 87 87%
No 13 19%
TOTAL 100 100%
In table 5, almost all the respondents that is (87%) have heard one stereotype or the other. While few (13%)
respondents have absolutely no misconception about the language.
Table 6: before your training, were you told that learning French language is only useful for travel?
Yes 65 65%
No 35 35%
TOTAL 100 100%
Table 6 reveals that majority (65%) of the learners believed that learning French language is for the sole
purpose of traveling whereas, 35% of the respondents had contrary beliefs.
Table 7: What discourages you the most in learning French language?

Inaccessible job opportunities 40 37%
Learning takes place outside 50 06%
the French culture
Zero motivation 10 36%
TOTAL 100 100%
Table 7 shows that majority (40%) of the respondents are demotivated by the inaccessibility of job opportunity
for French language while, 50% are discouraged because the learning takes place outside the francophone
milieu. Furthermore, 10% of respondents agreed that they not motivated to read the language.
Table 8: Have you experienced any challenges or obstacles in learning French?

Yes 50 50%
No 00 00%
Many 42 42%
Just few 8 8%
TOTAL 100 100%
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Table 8 above shows that majority (50%) have experienced challenges or obstacle in the course of learning
the French language. Most of the respondents (42%) reveal that they have encountered and encountering many
challenges in learning French language whereas, only very few (8%) of them reveal that they have or are only
faced with just few challenges.
Table 9: prior to your training, did you think that one can only learn the language while living with native
French speakers?
Yes 50 50%
No 08 00%
maybe 42 42%
TOTAL 100 100%
In table 9 above, most (50%) of the respondents agree that prior to their training, they believed that only
persons living with native French speakers can effectively learn the French language whereas, only 8%
responded in the negative while 42% are not quite convinced.
Table 10: How do you think the French language is perceived by others in Nigeria?
Very relevant but very 20 20%
stressful
Very challenging and difficult 50 50%
to access jobs
Not relevant at all in the 30 30%
Nigerian society
TOTAL 100 100%
In table 10, few (20%) of the respondents believe that other Nigerians consider the French language to be
very relevant but stressful while half (50%) of the respondents reveal that in Nigeria, majority consider the
French language to be very challenging and difficult to have good jobs after learning the language. In the
same vein, 30% of the respondent’s state that in Nigeria, learning the French language is not relevant at all in
the Nigerian society.
Research question 2: ways through which preconceived ideas about French language affect student’s
ability to effectively learn the language
Table 11: how do you perceive your progress in learning French compared to your initial expectations?
Remarkable 10 10%
Not remarkable due to previously conceived ideas 50 50%
Not great and too late to improve 10 10%
So far, progress is commendable but could have been 30 30%
better without discouraging preconceived ideas.
TOTAL 100 100%
In table 11, very few (10%) respondents acknowledged they are making remarkable progress in learning
French language while majority 50% reveal that due to previously conceived ideas about the language, they
seem not to be making any headway. Furthermore, 10% of the respondents think that it is too late to make
improvement as their level of French is low. A good number of respondents agreed that they have made
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progress but could have made huge progress without discouraging preconceived notions or ideas about the
language.
Table 12: What is your current attitude towards learning French language?
Lukewarm 60 60%
Enthusiastic 20 20%
excited 9 9%
Indifferent 11 11%
TOTAL 100 100%
As shown in table 12, majority of the respondents 60 (60%) responded to have lukewarm attitude towards
learning French, while 20 (20%) agreed that are excited about French language and 9 (9%) reveal that they
are excited. However, 11 (11) respondents are indifferent towards French language None of the respondent
responded positive to this question.
Table 13: How do you perceive the importance of French in Nigerian society?
Knowledge of French language is important in the 64 64%
nigerian society
Knowledge of French language 36 36%
TOTAL 100 100%
As shown in table 13 above, majority (64%) consider the French language important. Whereas, minority
(36%) do not think the French language is important to them.
Table 14: How do you view the cultural significance of the French language?
Very relevant 28 28%
Relevant 11 11%
Not so relevant 31 31%
Not relevant at all 30 30%
TOTAL 100 100%
In table 14, 31% of the respondents are of the opinion that French language has high cultural significance in
the society while few (11%) of them believe that it is relevant. Majority (31%) of the respondents consider
the French language not so relevant whereas a good number (30%) of the respondents believe it is not relevant
at all.
Table 15: Do you believe that speaking French can enhance your career opportunities?
Yes 57 57%
No 43 43%
TOTAL 100 100%
Table 15 reveals that, although most of the respondents agree that the knowledge of French language can
unlock job opportunities for them, some respondents (43%) do not share the same conviction.
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Table 15: how useful were the ideas you received about French language before your training?
Very useful 27 27%
Not useful at all 73 73%
TOTAL 100 100%
Table 15 shows that 27% of the respondents agreed that the ideas received about French language prior to
their training was helpful to them whereas majority reveal that the preconceived ideas they had prior to their
training was not useful at all, on the contrary, it hindered motivation.
Research question 3: what are the measures to be taken to correct these preconceived ideas?
Table 16: what can be done to boost learners’ motivation and reduce misconceptions about the French
language in Nigeria?
Publicize French language job opportunities 10 10%
Trainers are to adopt measures to boost the self- 50 50%
confidence of learners
Resource persons should be invited, especially native 40 40%
speakers, to encourage the learning of French
TOTAL 100 100%
From the table above, 10% feel that if French jobs are publicized, negative notions or ideas about the language
will reduce drastically whereas, majority (50%) believe that trainers need to adopt measures that will help
boost the self-confidence of learners and this will help encourage learners irrespective of their previously
conceived notion about the language. Finally, 40% of the respondents suggest that there is need to collaborate
with resource persons especially native speakers, to encourage the learning of French.
Summary of Findings iv. that addressing these stereotypes and

The questions focused explore various aspects of promoting a positive image of the French
preconceived ideas about the French language, culture requires that trainers adopt certain
such as stereotypes, misconceptions, and attitudes measures to boost self-confidence in order
towards French language learning. The responses to create a supportive and inclusive
from both students and teachers provide valuable learning environment for students and
insights into the ways in which these preconceived help promote open-minded approach
ideas shape students' learning experiences towards learning French;
attitudes towards the learning of French language. v. that resource persons should be invited,
The following are the findings from the analysis: especially native speakers, to address
i. that many French language learners have learners from time to time, to encourage
preconceived ideas or notions about the the learning of French language.
language. Recommendations
ii. most French language learners have lost One key recommendation is to promote a positive
enthusiasm and motivation as a result of attitude towards French language learning through
preconceived ideas about learning the the adoption of certain measures to boost the self-
French language confidence among learners in order to create a
iii. some negative preconceived ideas that supportive and inclusive learning environment for
hinder the learning of the French language students and help promote open-minded approach
include the complex language structure, towards learning French;
difficulty in mastering the language, Additionally, it is essential to provide
pronunciation and the inaccessibility of opportunities for learners to engage with French
French jobs; native speakers from time to time in and outside
the classroom. This could include immersion
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programmes, cultural exchanges, or language By understanding the complex interplay of beliefs,

clubs that allow learners to practice and improve attitudes, and values surrounding language, we can
their language skills in real-life settings. work towards creating more inclusive and
Conclusion equitable language practices and policies. By
The language ideology surrounding the learning of challenging these ideologies and approaching
French as a foreign language in Nigeria is language learning with an open mind and a
multifaceted. While the language offers numerous positive attitude, students can overcome barriers
benefits in terms of economic opportunities, and achieve their language learning goals. French
cultural exchange, and diplomatic relations, is a beautiful and diverse language that offers a
challenges exist in perceptions and access to window into the rich cultural heritage of France
quality education. Moving forward, a balanced and other Francophone countries. Embrace the
approach that values both indigenous languages challenges, celebrate the successes, and remember
and foreign languages like French is essential for that language learning is a journey worth
Nigeria to fully harness the potential of linguistic embarking on. So why not embark on the exciting
diversity. journey of learning French today?
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et Applications Pédagogiques. Regards sur le Français Langue Etrangère. Clean Slate Books, Ibadan.
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LANGUAGE IDEOLOGY: LEARNING FRENCH AS A FOREIGN LANGUAGE IN

Article · August 2024

Joseph Chinedu Adigwe

The user has requested enhancement of the downloaded file.

LANGUAGE IDEOLOGY: LEARNING FRENCH AS A FOREIGN LANGUAGE IN NIGERIA

Introduction and the need for intercultural communication have

Data Presentation and Analysis

Table 1: what is your initial impression of the French language?

Table 7: What discourages you the most in learning French language?

Table 8: Have you experienced any challenges or obstacles in learning French?

Summary of Findings iv. that addressing these stereotypes and

programmes, cultural exchanges, or language By understanding the complex interplay of beliefs,

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