THE STATUS OF FRENCH IN NIGERIAN LANGUAGE POLICY

THE STATUS OF FRENCH IN NIGERIAN LANGUAGE POLICY

ABSTRACT

This paper traces the development of French language policy planning in education and examines the nation’s language education policy as it affects French in terms of their conflicting ideologies, orientations and objectives. In Nigeria, as in other ex-colonial nations, language politics has come to represent two major types of struggle, one against the domination of language minorities by the larger ethnic groups such as Hausa, Yoruba and Igbo and the other the struggle of the two foreign languages to dominate one another as an acceptable official language. The first struggle led to the rejection of colonial languages (language of administration) in order to relocate the official status accorded to indigenous languages. While the second struggle sees English language being  generally accepted as the official language.

       This means that French is gradually slipping out of total recognition in Nigeria. This is because it is not used as a communication tool for everyday life or as an official language. The politics underlying this is evident in the language education politics of the language policy makers which has in one way or the other affected the status of French in Nigerian language policy. All efforts to uplift the status of French seem abortive. This paper would trace the trends French has undergone, the review of French policy which aims to make it acceptable and recommendations that would project it as Nigeria’s second official language.

Keywords: language policy, status, French, second official language, language planning, language use.

INTRODUCTION

   This paper aims at examining the status of French language in the language policy in Nigeria. The topic is important because Nigeria is surrounded by French speaking countries and Nigerians cannot do without one interaction  or  the other in the area of trade, security and diplomacy. In addition, the position of Nigeria in West Africa, Africa and the world at large demands that Nigerians should learn one major international language apart English language. That language is no other language than French. The paper therefore position French language against the three other major indigenous languages: Hausa, Yoruba and Igbo.

       It strives to relate the status of French language in the language policy after the general overview of what obtains in the other countries’ language policy in terms of implementation. It also outlines the various  definitions  of language policy by scholars. This would help to guide us in getting a clear picture of what and how French policy is or is supposed to be in the Nigerian language policy.                                                                       

Overview of Language Policy

Language policy is an interdisciplinary academic field. Some scholars such as Joshua A. Fishman and Ofelia Garcia consider it as part of sociolinguistics. On the other hand, other scholars such as Bernard Spolsky, Robert B. Kaplan and Joseph Lo Bianco  argue that language policy is a branch of applied linguistics ( see Wikipedia).  Kaplan and Baldauf (1997) on their part, define language policy as a body of ideas, laws, regulations, rules and practices aimed at achieving the planned language change in the societies, group or system. Lo Bianco (1997) on the other hand, opines that it is a situated activity whose specific history and local circumstances influence what is considered as a  language  problem, and whose political dynamics determine which language problems are given policy treatment. This is the exact case of French language in Nigeria. This situation has placed French language to the background despite the fact that it is stipulated in the National Policy on Education that French as the second official language should be studied in primary 4-6, Junior secondary school as a compulsory subject and senior secondary as an elective (FRN, 2013).

        Another definition that exposed the real status of French language is that of  McCarthy (2011), who opines  that language policy is a complex sociocultural process modes of human interaction, negotiations, and production mediated by relations of power. She further stressed that the policy in these processes resides in their language –regulating power. In other words, they are the ways in which they express normative claims about legitimate and illegitimate language forms and uses, thereby governing language statuses and uses.

         In this write up, language policy would be viewed as a field whereby it is known as language planning as related to language ideology, language revitalization and language education. Emphasis would be on the specific efforts being made to influence as well as modify the influence of the practical use of French in Nigeria by language intervention, planning or management ( Spolsky, 2004). Mention would also be made of language regulation. This involves what Nigerian government is doing either officially through legislation (court decision) or through policy to determine how French language is used, and cultivation of French language skills needed to meet national and international priorities. What effort is Nigerian government making to encourage individuals or groups to use and maintain French language as a second official language?

       Wikipedia (2020) points  out  that implementation of use of language varies from country to country. This is  because language policy is based on contingent historical reasons. Thus, states  differ as to the degree of explicitness with which a given language policy is implemented.

      Tollefson (1989) opines that language policy can create inequality as  language planning  policy means the institutionalization of language as a basis for distinctions among social groups/classes. This means that language is a mechanism for locating language within social structure so that language determines who has access to political power and economic resources.  Tollefson (1989 p. 16) further emphasized that language policy encourages the hegemony in language use among dominant groups.

      Could it be said in Nigeria as in many other countries, that language policy is designed to favour or discourage the use of a particular language or set of languages? Unfortunately, it seems as if language policies in Nigeria are often designed to promote one official language at the expense of others. In this case, English and indigenous languages at the detriment of French. While not disregarding the above definitions, it can be summed up that language policy is one mechanism for locating language within social structure so that language determines who has access to political power and economic resources. In short, language policy is one mechanism by which dominant groups establish hegemony in language use.

Language Policy in Nigeria

The present language policy in Nigeria recognizes only Hausa, Yoruba and Igbo as major indigenous languages (FRN, 2004, 2007, 2013). This boils down to not giving equal rights to all languages especially the alien language, French. Efurosibina (2004) describes the language planning situation in Nigeria and agrees that “in spiteS of the first –language and multilingual policies, English is still dominant in virtually every aspect of life…..” with French not having any place to hold on. The attempt by the Government to establish the Nigerian Language Centre at Aba and the French Village at Badagry did not have any visible effect. This is a wakeup call for concrete policy actions to be taken to ensure that all languages especially French to have a secure future.

         According Akinnaso (1990, 2015), language planning is one aspect of national development planning in Nigeria. For sure, this is bound to be subject to social, political, ideological and economic constraints. To him, these factors have in one way or the other influenced policies relating to French in education. Based on language planning and policy needed for development globally and Nigeria in particular, there is no doubt that there some difficult areas to be encountered as observed earlier. Ugal (2011) also rightly observed that there has been renewed interest in the study of languages in Nigeria and French is not an exemption. He stressed that  there  is no doubt that we have multiplicity of languages among ethnic groups in Nigeria with each group guarding its language jealously. Yet there has not been a separate language policy other than the bits in the National Policy on Education  in 1977 first edition successively revised in 1981, 1988, 2004, 2007 and 2013 respectively (FRN, 2013). Unfortunately, French language falls into the minority “endangered languages” (Baldauf, Kaplan and Kamwangamalu, 2010). I would rather opine that French is more than endangered, it is “ marginalized”. 

        The writer agrees with Baldauf et al. (2010) that there is a growing tendency for French as a second language program to be implemented in the Pre- primary ( Early Child Care Development and Education)  like English language. Parents have testified that children learn faster and are interested in any foreign language from an early age. This according to (Eggington as cited  in Baldauf et al. 2010), when such a decision is taken in the ecological context of minority language maintenance, it can help in the effort to maintain endangered languages such as French. Thus, parents’ testimony would surely lead Nigerian government/ policy makers to support Early Child Care Development and Education French language learning with the believe that “the earlier the better” French as a Second Language (FSL) syndrome/hypothesis. This would be similar to the language policy in Asia whose aim is to teach language at a very early age to enable learners to be proficient and competent enough to enter into global community for global economic, diplomatic, social and technological competition with other developing countries.        

       The inadequate  use  of French as an everyday communication tool in Nigeria and the rate of attrition in the number of students that offer French at senior secondary level  are major concerns to French language educators, French language communities and defenders of French language. The latter can be termed “French linguistic human right activists”. It is obvious that French language study and usage is considered to be in danger of disappearing in our school system and in Nigeria at large in the near future (Okwudishu & Madubuko ,1999).

      Factors which seem to affect the existence and usage of French language in Nigeria include but not limited to the following:

-          the  population size of the French speakers;

-          its use in official, formal and informal communication;

-          the geographical dispersion; and

-          the socio-economic weight of its speakers.

The Nigerian University French Teachers’ Association (NUFTA) on their part, did not rest on their oars. This is evident in the communiqué issued at the end of the Maiden Conference held in Jos in November, 1998 where the Association resolved to:

-          commend the Federal Government for its decision to make Nigerians literate in French within the shortest possible time;

-          appeal to the Federal Government to speed up the implementation of the policy through the release of funds for the improvement of facilities for the training of students in Nigerian Universities so as to provide high quality manpower in the languages;

-          call on the Federal Government to organize a national workshop at which the problems and prospects of the new policy will be discussed in all its ramifications;

-          call on the private sector to supplement the efforts of Government in promoting the teaching of French in Nigeria;

-          appeal to Embassies of Francophone countries in Nigeria to emulate the example of the French Embassy in the provision of facilities for the teaching of French in Nigeria; and

-          emphasize the need for teachers of French in Nigerian Universities and other tertiary institutions to rededicate themselves to the teaching of French in Nigeria ( Aire, 1999, p.7).

It is worthy to remind the language policy makers/ government of the need to implement some of the above resolutions/ recommendations which are yet to be implemented.  It cannot be overemphasized that national language policies can either mitigate or exacerbate the effects of some of these factors mentioned above. The writer agrees with Zukermann (2012) that French language right should be promoted in Nigeria just like it is being done in the case of indigenous languages. The government should or ought to define French language as an official language of Nigeria in order to accord it such a right.                                             

Trends in French Language Policy in Nigeria

To best understand the French language policy in Nigeria, an overview of language policy planning and implementation of other countries is crucial. Also, the past history of French in Nigeria, the use, the impact and the need are discussed in order to justify any review of French language program/ policy and  strategy for its  workable implementation. The writer agrees with Banjo (1997) and Ugal (2011) that for French language to be evolved in Nigerian language policy ”gradualist approach” would have to be taken into consideration. This means that it would be taken one step after the other. This is because a lot of operational factors as well as the pluralistic nature of Nigeria have to be taken into consideration.

Language planning , according to Baldauf et al (2010), has its perculia problems. Although the factors which underlie language planning are manifested in different forms from country to country, attempts have been made to discuss them in universal terms (Bamgbose, 1977; Fishman, 1971; Penetta, 2010; Ademola, 2018; Lo Bianco, 1987, 1997, 2010). On the other hand, in Nigeria, language policy has been designed to protect and promote regional and ethnic languages whose viability is threatened. These are known as endangered languages of the linguistic minorities.

Omolewa (1978) observed that French and German languages were among the earliest subjects introduced into Nigerian secondary schools as from 1859 in Lagos. According to him, Nigeria was the first Anglophone country in Africa to teach French in schools. The Senior Secondary Curriculum on Education drawn from the National Policy on Education aims at providing the Nigerian youths with the necessary competence to enable them use French as a veritable tool for self- expression, self-enlightenment and as a basis for enhancing self-reliance and value readjustment (NERDC, 2009; FRN, 2013). This policy emerged after the 2004 and 2007 French policy as contained in the National Policy on Education did not yield much fruit.

Ademola (2018) emphasized that “every nation, through its Ministry of education is expected to accord equal status and value to all subjects that are being offered at all levels of education”. He dwelt extensively on the status of French language in Nigeria as at 1996 during late  General Sani Abacha’s regime when French was declared the second official language. He noted that this paved way for the recognition of French language education by policy makers at that time. Thus, the status of French was officially stipulated to be:

“ For smooth interaction with our neighbours, it is desirable for every Nigerian to speak French. Accordingly, French shall be the second official language in Nigeria and it shall be compulsory in Primary and Junior Secondary Schools but non vocational elective at the Senior Secondary School.” (FRN, 2004).

From the above, there is no doubt that the Government has every good intention  and  goodwill to promote the teaching, learning and communication in French in the Nigerian society. It is disappointing as noted by Ademola (2018) and all scholars of French that up till now the vision about making 70% of Nigerians multilingual in English, French and indigenous languages ( especially in French) has not materialized. This shows that the status of French in the National Policy on Education is a “mere paper work”. Who then is responsible for its failure: the government or the policy makers or the teachers or the students or the citizens? One of the reasons for its failure, Ademola (2018) noted,  was that up till now, French is still being labeled and taught as a Foreign language . This makes it to be regarded as a strange subject that does not need to be offered in schools, he added. He further blamed the poor status of French and the challenge facing the teaching and learning to bad policy making. To him , policy makers are short-sighted on the scope of French language teaching and learning in the policy. Such policy makes Nigerians conceive French as not being viable enough to make them economically independent.

To remedy this, a new policy on French language was reviewed in 2013 with emphasis on making French language teaching and learning task/ performance based in order to make it everyday communication tool. Emphasis was on speaking skills and communicative method of language teaching. According to Pastor & Mestre (2014) and Ommagio (1986), one of the priorities of language teaching profession is the development of oral proficiency. This interest in helping students to achieve oral proficiency emanates from the impact of communicative competence movement of the 1970’s. While in the 1980’s emphasis was on teaching for proficiency with special attention to oral proficiency; and in the 90’s, the importance of speaking was most paramount to second language students by considering this ability to speak, a primary goal of study ( Ommagio, 1986). Presently, with the new curriculum, the emphasis is on the minimum performance standards for oral French. Students are expected to be fluent in expressing them themselves in French. This will qualify them after graduation to meet the needs of the society and to fit in in the world of work. Therefore, there is every need to uplift the status of French in the language policy because of globalization, Information Communication Technology (ICT), use of common language in trade, tourism, international relations, science, media, networking and technology. 

Status of French in Nigerian Language Policy

This paper mirrors the status of French in the current language policy in Nigeria. In the National Language Policy, emphasis is on English language as the official language of wider communication. The indigenous languages, Hausa, Yoruba and Igbo are to be mastered and promoted as the Mother tongue by every child. French is only mentioned in the National Policy of Education as a subject to be taught at the lower basic, upper basic and post basic levels of education in Nigeria. It can even be said that it is silenced or marginalized in the National Language Policy because it is mentioned briefly. This made French to be hanging among other languages. It can be said that part of the reasons why French is relegated to the background is due to lack of qualified teachers and lack of incentive to learn or specialize in French.

Thus, the status of French is very low as it is neither a language of everyday communication nor an official language. Another reason as observed by Ogunmodim (2015), is that the interest of the Nigerian government is focused on the need for a national lingua franca that indexes the national identity by increased emphasis on Mother Tongue Education. This quest according to him, “has been theorized and debated through different lenses under language policy with conflict themes being the asymmetric relationship between ….. English and local languages”.  Again, here no mention is made of French. In short French is totally sidelined and marginalized. This gap has not being given the needed attention as there exists the dichotomy between English, indigenous and French languages in the formulation of an inclusive language policy for Nigeria.

The writer concurs with Ogunmodimu (2015), Akinnaso (1992), Banjo (1995), and fears the possibility of French reclaiming its rightful status despite its role in the lives of Nigerian given the various political, cultural, cognitive and economical role language such as French plays in the socio-political strata of the nation. According to Ogunmodimu (2015), various debates on the language policy in Nigeria centered on the conflicting importance of indigenous and exogenous languages in Nigeria. This paper unlike other papers looks at the status of French in the same policy in order to suggest ways of aligning it with into the Nigerian language policy. This would qualify the policy as being inclusive or even international.        

Unfortunately, the attitude of Nigerians to French is not positive. French is neither the language of the upper class/elites, nor of administration and religion. So why enforce its policy?  No doubt, it can still find its foothold in Nigeria if it were allowed  to be made one of the medium of communication and assume economic and administrative functions. Madubuko (1997) stressed that “ it is pertinent to realize the usefulness of French language in our society and the world at large”. She maintains that in order to communicate easily for better international relationship, for ease of international transactions,  French  language policy should be promulgated.  She also agrees with Timothy- Asobele  (1999) that the learning of French should not be looked at as a mere academic pursuit but from its functional perspectives. This is because it contributes to making Nigeria more relevant and easier to associate with at diplomatic levels with Francophone countries. Madubuko (1997) and Motaze (1994) shared the same view that studying of French in Nigeria is mainly for socio-economic and educative purposes. Thus French syllabus/curriculum is aimed at teaching Nigerians to communicate in French.

Factors which seem to affect the existence and usage of French language in Nigeria include but not limited to the following:

-          the  population size of the French speakers

-          its use in official, formal and informal communication

-          the geographical dispersion and

-          the socio-economic weight of its speakers

It cannot be overemphasized that national language policies can either mitigate or exacerbate the effects of some of these factors mentioned above. The writer agrees with Zukermann (2012) that French language right should be promoted in Nigeria just as it is done with indigenous language. The government should or ought to define French language as official language of Nigeria in order to accord it such right.

Recommendations

Having fully discussed the status of French in the Nigerian policy and being convinced that there are some gaps, a new policy should be put in place whereby:

-          The French language landscape in Nigeria should change by using French to teach other subjects

-          Intellectual, economic and social benefits of French language should be strengthened and acknowledged

-          French language should be categorized to align with the language policy in Nigeria

-          Setting and monitoring of minimum standards for students and teachers oral French

-          French language to be studied in Nigeria as a necessity, and for psychological, and acculturation / social reasons.

-          Providing language rights to French language speakers in Nigeria

-          Use of French alongside English officially, in the media and by Faith Based Organizations to give it international outlook  

-          French teaching and learning should be made compulsory from Basic( Nursery) to Tertiary Education

-          Incorporation of French into other disciplines at all levels of education for career opportunities and professionalism

-          Advocacy and sensitization on the importance of French language

-          Early child French language education

-          Setting up of monitoring committee to monitor the implementation of French language policy in Nigeria.

-          Setting and implementing guidelines and materials that will enhance the implementation of French programs

-          Strengthen the Task Force on the French Language Project

Conclusion

The bilateral relationship between France and Nigeria has to be strengthened in order to ensure strict adherence, compliance to learning, teaching and speaking French. With French language in its rightful position in the Nigerian language policy, the issue of communicating fluently and self-reliance after graduation through entrepreneurship, ICT compliance, security, trade, research, and international relationship would not suffer any language barrier. This paper examined the French situation in Nigeria, the need for separate, detailed, concrete policy that will address the national, international, communicative, economic relevance of such policy. The paper is aware of the efficacy  and importance of French language in the upliftment of the nation’s international relationship technologically, socially, economically and educationally ( all round development).

French, which is the official language of all Nigeria’s neighbouring  countries, has come to stay in Nigeria as the second official language since 1997, thanks to late  Gen Sani Abacha. As far as French is already accepted as the second official language, there is need to include and implement the above recommendations in the current Nigerian Language Policy.

                                                                              

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