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Coles French Language Politics and Education Nigeria: Building Human Capital a Multilingual Nation at Bayshore Shopping Centre in Ottawa, ON
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This book highlights the current trends and challenges of French learning in Nigeria's formal education system. Edited by Michael Akinpelu and Tunde Ajiboye, French Language Politics and Education in Nigeria: Building Human Capital and a Multilingual Nation discusses the teaching/learning of French in Nigeria and its roles in building human capital and fostering meaningful relationships with Francophone nations in the sub-region. Presenting varying approaches, contributors postulate a renewal of pedagogical approaches to the teaching of French as a foreign language, while others call on government authorities to promote and implement language policies in favor of French that take into account the realistic needs of the country. Comprised of three parts, part I examines the relationship between language policies and the texture of French educational planning in Nigeria. Part II reflects on policy enunciations and interpretations that affect both the present and future, as well as the challenges that French teaching and learning in the Nigerian educational system. Part III explores policy decisions on French language education. Through detailed analysis and interview data, Akinpelu, Ajiboye, and the contributors argue for renewed approaches to French language studies in Nigeria from practical sociolinguistic pressures.
This book highlights the current trends and challenges of French learning in Nigeria's formal education system. Edited by Michael Akinpelu and Tunde Ajiboye, French Language Politics and Education in Nigeria: Building Human Capital and a Multilingual Nation discusses the teaching/learning of French in Nigeria and its roles in building human capital and fostering meaningful relationships with Francophone nations in the sub-region. Presenting varying approaches, contributors postulate a renewal of pedagogical approaches to the teaching of French as a foreign language, while others call on government authorities to promote and implement language policies in favor of French that take into account the realistic needs of the country. Comprised of three parts, part I examines the relationship between language policies and the texture of French educational planning in Nigeria. Part II reflects on policy enunciations and interpretations that affect both the present and future, as well as the challenges that French teaching and learning in the Nigerian educational system. Part III explores policy decisions on French language education. Through detailed analysis and interview data, Akinpelu, Ajiboye, and the contributors argue for renewed approaches to French language studies in Nigeria from practical sociolinguistic pressures.
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