Assessment of German Language Teaching Methods in Secondary Schools in Kano State

This study assesses the effectiveness of German language teaching methods currently employed in selected secondary schools in Kano State, North West Nigeria. As one of the few northern states with established German language programmes at the secondary level, Kano offers a valuable context for examining pedagogical approaches in a non-metropolitan environment. The study is motivated by concerns raised by teachers and students about declining performance in German language examinations and low student motivation. A descriptive survey design was adopted, with data collected from 15 secondary school German language teachers and 300 students using questionnaires and structured classroom observation checklists. The findings reveal that grammar-translation remains the dominant instructional approach in most schools, with limited use of communicative language teaching strategies. Inadequate instructional materials, insufficient teacher training, and a lack of digital resources are identified as significant impediments to effective teaching. The study recommends the integration of communicative and task-based approaches into the German language curriculum, supported by targeted in-service training programmes for teachers. It further advocates for the adoption of audio-visual aids and online learning platforms to supplement traditional classroom instruction. These findings have implications for curriculum planners at the state and national levels and for institutions responsible for teacher preparation in northern Nigeria. Keywords: German language teaching, secondary schools, Kano State, pedagogy, communicative approach.