Decolonizing French Language Education: Inclusion, Diversity, and Cultural Representation in Teaching Materials

Authors

  • Esther Umekwe  Independent researcher, Nigeria
  • Medinat Oyedele  Independent researcher, Nigeria

Keywords:

Decolonizing, French language education, Inclusion, Diversity, Cultural representation, Teaching materials

Abstract

This explores the imperative to decolonize French language education through the integration of inclusion, diversity, and cultural representation in teaching materials. Historically, French language instruction has centered on metropolitan norms, privileging Parisian French and Eurocentric cultural references while marginalizing the voices, linguistic variations, and histories of the broader Francophone world. Such practices perpetuate a narrow, colonial legacy that obscures the richness and plurality of global Francophone identities. In response, this proposes a framework for decolonial pedagogical transformation grounded in postcolonial theory, critical pedagogy, and sociolinguistic research. Drawing on a multidisciplinary review and case studies from secondary and tertiary education settings, this examines how textbooks, curricular content, and instructional strategies can evolve to include diverse Francophone perspectives from Africa, the Caribbean, the Maghreb, North America, and Southeast Asia. Key principles include the integration of authentic literary and audiovisual materials, recognition of regional linguistic variations such as creoles and vernacular Frenches, and the promotion of critical discussions around colonial history, cultural hybridity, and identity. The findings underscore the pedagogical benefits of this shift, including increased learner engagement, enhanced intercultural competence, and the development of critical literacy. Challenges such as institutional resistance, lack of teacher preparedness, and limited access to decolonial resources are also addressed, with recommendations for inclusive curriculum development, teacher training, and open educational resource adoption. Ultimately, decolonizing French language education is not merely a curricular revision but a transformative approach to language teaching that affirms diverse voices and dismantles epistemic hierarchies. This research contributes to a growing call for a more equitable and culturally responsive model of language education—one that reflects the realities and aspirations of learners in a postcolonial, multilingual world.

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IInternational Journal of Scientific Research in Computer Science, Engineering and Information Technology

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2023-10-30

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Volume 9, Issue 5, September-October-2023

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Research Articles

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[1]
Esther Umekwe, Medinat Oyedele, " Decolonizing French Language Education: Inclusion, Diversity, and Cultural Representation in Teaching Materials " International Journal of Scientific Research in Computer Science, Engineering and Information Technology(IJSRCSEIT), ISSN : 2456-3307, Volume 9, Issue 5, pp.556-573, September-October-2023.