An Examination of French Language Pedagogy in Adult Literacy Programmes in Ondo State

Adult literacy programmes in southwestern Nigeria are predominantly conducted in English and indigenous languages, with French language inclusion in adult education settings remaining a largely unexplored pedagogical and policy terrain despite the growing commercial importance of French for cross-border trade. This study examines the state of French language pedagogy in formal adult literacy programmes in Ondo State, investigating programme availability, learner profiles, pedagogical approaches, and perceived outcomes. A qualitative research design was employed, combining documentary review of Ondo State Adult and Non-Formal Education Agency programme records, semi-structured interviews with eighteen adult literacy facilitators across five local government areas, and focus group discussions with 45 adult learners who had participated in programmes that included any French language component. Results reveal that French language content is incorporated into fewer than 15% of adult literacy programme sites in Ondo State, typically as informal supplementation by individual facilitators with French backgrounds rather than as planned curriculum content. Where French was included, instruction was elementary and focused on market transaction vocabulary and basic greeting phrases. Learner demand for French literacy was highest in communities with documented cross-border trade activity. The study recommends development of a practical French literacy module for adult learners in Ondo State focused on commercial communication and ECOWAS mobility documentation, piloted through the Ondo State Agency for Adult and Non-Formal Education's existing network. Keywords: French language pedagogy, adult literacy, Ondo State, non-formal education, ECOWAS