French Language Education and Women Empowerment: Perspectives from Gombe State

Language education is increasingly recognised as a dimension of women's empowerment, particularly in contexts where access to a commercially and diplomatically significant language such as French can open pathways to economic participation, political engagement, and social mobility. In Gombe State, where gender disparities in secondary and tertiary education are significant, the specific relationship between French language education access and women's empowerment outcomes has not been investigated. This study explores the perspectives of women in Gombe State on the relationship between French language education and empowerment, drawing on experiences of current French learners, French department graduates, and adult education participants. A qualitative research design was employed, with in-depth interviews conducted with 36 women across three groups: current secondary school French students (n=12), university French graduates in employment (n=14), and adult French learners at a community learning centre (n=10). Thematic analysis identified empowerment themes across economic, social, and civic dimensions. Results reveal that employed French graduates in Gombe State attributed significantly expanded professional networks, higher earning capacity, and greater confidence in cross-cultural interaction to their French competence. Adult learners cited economic motivation as the primary driver, particularly cross-border market access through Niger Republic. Secondary students expressed aspirational empowerment narratives linking French to professional independence. Institutional barriers to women's French language access, including school fees and domestic responsibilities, were identified across all three groups. Recommendations address gender-responsive French language programme design in Gombe State. Keywords: French language education, women empowerment, Gombe State, gender, language access