An Examination of French Language Teaching Resources in Public Secondary Schools in Nasarawa State

The availability and condition of French language teaching resources, including textbooks, audio equipment, visual aids, and library materials, constitute a material precondition for effective language instruction that is frequently under-examined in Nigerian education research. This study examines the availability, adequacy, and utilisation of French language teaching resources in public secondary schools in Nasarawa State. A descriptive survey design was employed, with structured resource audit instruments administered in 25 public secondary schools across five local government areas. French teachers (n=28) were also interviewed regarding resource utilisation patterns and perceived adequacy. An inventory of available French resources was compiled for each school, classified by type, condition, and frequency of use. Results reveal critically inadequate resource provision, with 80% of schools possessing fewer than fifty French textbooks for student populations ranging from 200 to 800 students. Audio resources were present in only three schools, all non-functional at the time of audit. No school possessed dedicated French language laboratory facilities. Internet access for digital French resources was unavailable in 92% of surveyed schools. Teachers reported improvising through handwritten board notes, group text-sharing, and oral dictation as primary substitutes for absent resources. The study argues that the material resource deficit in Nasarawa State public school French instruction constitutes a systemic barrier that no pedagogical innovation can adequately compensate for without urgent investment. Recommendations target the Universal Basic Education Commission's resource allocation frameworks. Keywords: French teaching resources, public secondary schools, Nasarawa State, resource deficit, language instruction