Difficulties and Supportive Strategies for Learning French in Multilingual Classrooms
Authors: ADISA Akinkorede
Journal: Nsukka Journal Of The Humanities
ISSN Number: 0794-810
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Abstract
This study investigates the difficulties of learning French in multilingual classrooms and identifies instructional strategies that support diverse learners. Grounded in interference theory and sociocultural perspectives on learning, the research examines the relative impact of language interference, limited exposure to French outside class, and variable learner speeds on speaking, writing, and comprehension. Additional focus is given to learner affect, particularly confidence and
willingness to communicate, and how these factors mediate progress in language outcomes. A mixed-methods design was employed in a secondary-level French program (n = X students; X L1 backgrounds) across Y classrooms. Data sources included classroom observations, semi-structured interviews with students and teachers, and performance assessments targeting speaking fluency, lexical accuracy, and reading comprehension. The study also triangulated motivational indicators. with learner journals to capture self-efficacy and goal orientation. Findings indicate that interference—especially phonological and lexical transfer—interacts with limited real-world exposure. to constrain communicative competence. Group-based tasks, role-plays, and visually supported instruction mitigated some effects, yet persistent gaps remained for low-confidence learners and those with high linguistic distance from French. Implications underscore immersive, peer-supported practices, translanguaging routines, and assessment designs aligned with communicative competence to foster sustained engagement and achievement in multilingual classrooms.
