Perceptions of Francophone Culture Among Secondary School Students in Bauchi State

Cultural perceptions of the communities associated with a target language are among the most influential affective variables shaping learner motivation, persistence, and identity engagement with that language. In the North-East geopolitical zone, where proximity to francophone Chad and Cameroon gives cultural perceptions a practical dimension, these perceptions have not been empirically investigated. This study examines perceptions of francophone culture among senior secondary school students in Bauchi State, exploring both African and European francophone cultural associations. A descriptive survey design was adopted, with a validated cultural perception questionnaire administered to 380 students across twenty secondary schools in Bauchi, Ningi, and Tafawa Balewa local government areas. The instrument measured stereotypic cultural beliefs, knowledge of francophone societies, and affective orientation toward francophone communities in both Africa and Europe. Focus group discussions with 40 purposively selected respondents provided qualitative depth. Results indicate that student cultural perceptions of francophone Africa were significantly more positive than perceptions of metropolitan France, reflecting closer cultural familiarity with Chadian and Cameroonian cultures through family and community connections. Knowledge of francophone cultural diversity was generally limited, with French culture homogenised around European metropolitan referents in most students' conceptual frameworks. Students who had visited Niger Republic or Cameroon showed significantly higher cultural knowledge scores and more differentiated cultural perceptions. The study recommends incorporation of francophone African cultural content into French instruction in Bauchi State secondary schools. Keywords: francophone culture, cultural perceptions, secondary students, Bauchi State, language attitudes