![]() This case study paper follows, examines, and documents evidence (in a day) of an exemplary French teacher, Pangloss who, by dint of hard work, has brought tremendous success to his students. This is evidenced in the general low performance of students in the subject at the Basic Education Certificate Examination (BECE) level in both public and private schools over the years. ![]() Teaching and learning of French as a foreign language in any Anglophone country such as Ghana is an extremely difficult task to undertake both on the part of the teacher and the student. Context and Justification The University of Ghana has undergone some policy changes over the years and one of these is the number of courses offered by a student from the first year to the final year. The number of students admitted every year to the Russian and French Sections depends on many factors, but more importantly on the University's policy on admission such as quotas for admitted students in a department, number and variation of offered subjects, etc. The University of Ghana has been offering Russian studies for over four decades and French studies for over six. We also consider how to improve the quality of teaching the Russian and French languages. In this article we examine the attitude of students towards studying Russian and French in the University of Ghana how they cope with the difficulties of the languages which they find interesting but quite different from their various mother tongues and English – the official language of the country how they appreciate Russian and French culture what motivates them and how to motivate other Ghanaian students to learn these languages. Introduction: Although many countries have multilingual citizens, learning a foreign language is a challenge for most people. This project represents a classic challenge to strengthen interdisciplinary connections between English for Special Purposes faculty and faculty representing INP-HB’s professional schools. Many significant challenges face the 3,000 students and 500 faculty and staff at INP-HB: an isolated location, a curriculum taught only in French, weak English skills, the presence of few native English-speaking faculty on campus, the prohibitive cost of study abroad in the United States or the United Kingdom, and the outdated methods used to teach English in Ivorian secondary schools and higher education institutions. ![]() During a four-month stint on campus, the author conducted a needs assessment that included 1) the current state of the institute 2) the needs and recommendations of multinational corporations that employ institute graduates 3) the current levels of English of faculty and students 4) the discussion of pedagogical strategies and 5) recommendations for future action. This paper presents the efforts to help create a bilingual (French-English) campus at the Institut national polytechnique Félix Houphouët-Boigny (INP-HB) in Yamoussoukro, Ivory Coast. Finally, the Ghana Education Service (GES) is encouraged to develop policies that actively integrate technology in teaching and learning of FFL. Students are also encouraged to develop self-learning strategies which will drive their personal communicative development. We recommend teachers to develop practical, creative and effective methods of incorporating videos in the FFL classroom. Despite the setbacks, both teachers and students maintain that videos contribute greatly to motivating and enlivening language lessons. Although the FFL teachers attest to sometimes using audiovisuals in class, we gather that the integration of videos in the FFL classrooms is almost nonexistent, given some challenges. Data is gathered using questionnaires, interview guides and a non-participant observation of an FFL lesson which integrates video as the main instructional material. An exploratory study is conducted in selected senior high schools in a Ghanaian city. This study seeks to explore the use of audiovisual teaching and learning materials in the FFL classroom, whilst exposing the benefits of using videos to motivate FFL learners and develop their communicative competence. Studies however confirm that very few of Ghana's populace is fluent in French, despite all measures put in place. In Ghana, French as a foreign language (FFL) is the only foreign language, aside English, which is taught from the early stages of the educational trajectory through to tertiary levels. The integration of multimedia in language teaching and learning has been a subject of interest to many educators in recent times, as research has shown its impact to be outstanding.
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