Rareté des stages de recyclage pour professeurs de français du secondaire
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Date
2021-01
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
L’Institut Universitaire Panafricain
Abstract
ABSTRACT
The period before the advent of the adoption of a new
school curriculum saw the French language flourish in
Nigeria. The language baths for Nigerian students abroad
and the training of French teachers abroad were on their
honeymoon. The subsidies from the Nigerian and French
governments arriving on time. Today's generation of
French-speaking people, especially in the academic
sector, is proof of the effectiveness of this training of
teachers abroad. But these wonders of the past are no more
than a dream today, especially with the Nigerian
government's 'indifference' to the teaching of French, as
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the new school curriculum retreats its character to French.
mandatory and optional rendering. Ajiboye (1990) sums
up better, in these terms, the misfortune of which French
has been the victim: This policy, which has since been
replaced by a new one known as the education system
6.3.3.4 no longer gives pride of place to the French
language which, along with the Arabic language, are no
longer teaching subjects for professional purposes. . This
will mean that schoolchildren are no longer encouraged to
take an interest in the French language despite its
importance in diplomacy around the world. And today,
the Nigerian government seems to extend this hostile
educational policy to everything related to the
development of French, namely, the supply of teaching
materials, and especially the subsidies for retraining
courses in France. After his initial training in educational
colleges and university literature and pedagogy faculties,
the French teacher is cut off from all other continuing
training. His knowledge is only that received in class, five,
ten, or fifteen years after he was hired to teach. In this
vein, let us recognize and commend the efforts of the
Center for French Teaching and Documentation (CFTD)
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and the local units of the Nigerian Association of French
Teachers (NAFT) for the organization of internships for
teachers of French in primary, secondary and even
“Colleges of Education”. Although the effort is
commendable, the level of the coaches, especially that of
members on the Nigerian side, is not appreciable. This
article suggests some main lines for updating large-scale
refresher courses for secondary school French teachers,
not in France but here in Nigeria.
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Keywords
Internship, retraining, French teacher