Promoting Inclusive French Language Education Guides: A Study of Michael Okpara University of Agriculture Umudike:- Igbozuruike, Ijeoma H

Abstract The study examines the promotion of inclusive French language education through language guides at Michael Okpara University ofAgriculture, Umudike (MOUAU). Despite the growing importance ofFrench proficiency for regional integration and career opportunities in Nigeria, many students struggle due to non-inclusive teaching methods, inadequate learning resources, and varying levels ofprior exposure. This study employed a descriptive survey design, collecting data from 365 100-level students using a structured questionnaire. Findings revealed significant challenges in French language learning, including a lack of inclusive teaching methods (M = 3.03), unadapted materials (M = 2.85), and insufficient supportfor diverse learners (M = 2.84). However, language guides were found to be highly effective in simplifying grammar (M = 3.21), aiding vocabulary retention (M = 3.18), and supporting independent learning (M = 3.18). Students strongly recommended integrating language guides into the curriculum, emphasizing lecturer training (M = 3.25), tailored content (M = 3.21), and institutional policies (M = 3.20). The study concludes that structured language guides can bridge learning gaps and enhance inclusivity’ in French language education. Recommendations include institutional adoption of language guides, lecturer training in inclusive pedagogy, andpolicy reforms to support equitable learning. Keywords: inclusive education, French language learning, language guides, tertiary institutions, Nigeria