RESTRUCTURING THE NIGERIAN FRENCH LANGUAGE CURRICULUM FOR SECONDARY SCHOOLS FOR CLIMATE CHANGE EDUCATION AND AWARENESS

The study was carried out to determine the themes and learning activities related to climate change that could be integrated into the French language curriculum for Nigerian secondary schools. Two research questions guided the study. The population of the study comprised 884 French language teachers in the public secondary schools in the South East Geo-political Zone of Nigeria. The researcher used 788 of the teachers for the study. The instrument for data collection was a 24-item questionnaire with themes and learning activities on climate change. The instrum ent was face validated by three specialists – one in Educational Measurement and Evaluation and two in the teaching of French as a Foreign Language. The reliability of instrument was obtained through trial-testing on twenty French language teachers outside the area of the study using Cronbach Alpha method. The values of 0.83 and 0.89 were obtained for the first and second clusters respectively. The findings of the study showed that themes on climate change that could be integrated into the French language curriculum included, among others, natural causes of climate change, adaptation to climate change and mitigation of climate change. Also, the findings indicated that some of the learning activities that could be used to integrate themes on climate change into the curriculum included the use of storytelling, simple dialogues on climate change, debates on climate change and dramatization. One of the recommendations was that the French language curriculum should be restructured to accommodate themes and learning activities that are related to climate change.