Exploring the usage of communicative pedagogy to teach French as a Foreign Language (FFL) in secondary schools in Lesotho

Moeketsi Rapuleng

Abstract


French, as a major foreign language after English, significantly contributes to Lesotho’s socio-economic development. The Curriculum and Assessment Policy (CAP) 2009 reintroduced French in secondary schools to strengthen Basotho’s regional and global participation. This study examines the effectiveness of communicative pedagogy in teaching French as a Foreign Language (FFL) in Lesotho. Framed by constructivist theory and an interpretivist paradigm, it employs a qualitative, participatory action research design. Data were collected from S2A French learners at a secondary school in Roma, a locality in Lesotho, through focus group discussions and teacher questionnaires. Findings demonstrate that communicative pedagogy enhances student engagement and linguistic competence, improving overall performance in French. The study advocates for the integration of technology to further enrich communicative language learning environments.

Keywords: communicative pedagogy; constructivist theory; French as a Foreign language; secondary schools; Lesotho


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DOI: https://doi.org/10.17509/francisola.v10i1.82716

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