Barriers to the Actualization of Teaching French Language to Students with Hearing Impairment in Junior Secondary Schools of Nigeria

Abstract

This paper aims at discussing barriers to the actualization of the teaching of French language to
students with hearing impairment in juniour secondary schools in Nigeria. In Nigeria’s basic
education level, students are required to study and pass all the subject of the school before they
can enter senior secondary level. Experience and studies have shown that language is a big
huddle for persons with hearing impairment. Language barrier has been one of the major
problems that has caused many students with hearing impairment to drop out of school. Some of
them are either out of school or are in the school where their needs are not met. Few are in
schools where they may be put into one class all in the name of integration without much
attention. As French language is one the school subjects that are made compulsory in junior
secondary schools in Nigeria, the students are on the crossroad how to cross the barrier they have
with language acquisition to learn it. If some things are put in place, learning French can be
made easier for the hearing impaired. The authors looked at those barriers that can hinder the
hearing impaired from benefiting more from the education for all goal especially in French
language. To do this, the authors looked at: Lack of proper understanding of problems faced by
the hearing impaired in language acquisition, lack of early intervention, insufficient government
involvement in issues facing the hearing impaired, attitudes of the society, non-availability of
quality human and material resources, inadequate confidence-building programmes for
beneficiary students, none availability of qualitative advocacy, role models not available or
insufficient, the absence of enabling legislation and inadequate number of schools that can take
care of the hearing impaired