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Repositioning University French Teaching in the Digital Age: Integrating Communicative and Technology-Enhanced Pedagogies in African Higher Education

Teibowei, Marie Therese Phd

Abstract

This position paper examines the imperative of repositioning university French teaching in African higher education through the integration of communicative and technology-enhanced pedagogies. Drawing on Communicative Language Teaching , constructivist and sociocultural learning theories, and contemporary digital learning frameworks, the study critically analyses historical and contemporary practices in African university French instruction. It highlights persistent challenges, including teacher-centred pedagogy, limited communicative competence, low student engagement, and inadequate integration of digital tools. The paper argues for a strategic realignment encompassing curriculum redesign, capacity building for lecturers, institutional support, technology infrastructure, and assessment reforms that reflect both communicative and digital competencies. Empirical illustrations from African and global contexts underscore the effectiveness of blended, task-based, and digitally mediated pedagogical models. The study concludes by advocating urgent, systemic pedagogical transformation to equip graduates with functional linguistic, intercultural, and digital skills, thereby enhancing the relevance of French language education in contemporary African higher education.

Keywords

Communicative Language TeachingTechnology-Enhanced Language LearningUniversity French InstructionAfrican Higher Education

References

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