Perceptions of French Language Learning Among Internally Displaced Persons in Adamawa State

The intersection of forced displacement and language learning presents a distinctive context in which French may serve both practical and psychological functions, particularly for internally displaced persons in northeastern Nigeria with proximity to francophone Cameroon. This study investigates the perceptions of internally displaced persons in selected camps in Adamawa State toward French language learning, examining awareness, motivation, access, and perceived utility. A qualitative design was used, with semi-structured interviews and focus group discussions conducted with 62 adult internally displaced persons across three camp settings in Yola and its environs. Purposive sampling targeted individuals who had voluntarily engaged with French language sessions or expressed awareness of French opportunities in the camp context. Results reveal that perceptions of French are primarily instrumental, linked to potential mobility across the Cameroon border for trade, family reunification, or onward movement. Cultural interest motivations were minimal. Significant barriers to French learning included prioritisation of immediate survival needs, absence of structured language programmes in the camps, and limited availability of literacy skills in any language among older respondents. Younger respondents, particularly those with prior secondary schooling, expressed significantly stronger learning motivation and were more aware of digital French learning resources. The study recommends integration of short-cycle practical French language sessions into humanitarian programming in Adamawa State displacement settings, in collaboration with relevant United Nations agencies and non-governmental organisations. Keywords: internally displaced persons, French language, Adamawa State, humanitarian context, language learning