EXPLORING THE INTERCONNECTION BETWEEN LANGUAGE USE ANDIDENTITY FORMATION AMONG JUNIOR SECONDARY SCHOOL FRENCHLEARNERS IN LAGOS STATE, NIGERIA

Abstract

This study examined the relationship between language use and identity formation amongJunior Secondary School French learners in Lagos State, Nigeria. Using an exploratoryresearch design, data were collected from 100 Basic 8 students through a structuredquestionnaire with a reliability coefficient of 0.82. Descriptive statistics and Chi-squaretests were used for analysis. Findings showed that learning French positively influencedstudents’ personal and social identity, enhancing their confidence, perceptions, and socialconnections, while 81% of students reported increased cultural awareness. Furthermore,88% emphasized that learner experiences should inform curriculum and policy. However,Chi-square tests indicated that sociocultural factors and current teaching methods had nosignificant statistical impact on engagement or identity development. The study concludesthat French supports identity formation and intercultural competence, highlighting theneed for learner-centred curriculum and improved teaching strategies.