Rareté des stages de recyclage pour professeurs de français du secondaire

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L’Institut Universitaire Panafricain


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 386 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(1990) sums up better, in these terms, the misfortune of which French has been the victim: This policy, which has since been replaced by a new one known as the education system no longer gives pride of place to the French language which, along with the Arabic language, are no longer teaching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) 387 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.




Internship, retraining, French teacher