27, February 2026

CRITICAL ANALYSIS OF INAPPROPRIATE PEDAGOGY USED IN FOREIGN LANGUAGE TEACHING: The Case of French as a Foreign Language (FLE) in Tanzania

VOLUME-12; ISSUE-2; FEB-2026

Author(s): 1. Caroline Charles Shao, 2. Dr. Micah Chokah, 3. Dr. M. P. K. Nzunga, 4. Elimu Kuhanga Dimbwe

Authors Affiliations:

1. Tutorial Assistant, Dar es Salaam University College of Education; 2. Senior Lecturer, Kenyatta University; 3. Senior Lecturer, Kenyatta University; 4. Assistant Lecturer, Mkwawa University College of Education.

DOIs:10.2015/IJIRMF/202602026     |     Paper ID: IJIRMF202602026


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This study rigorously analyses inappropriate pedagogical approaches employed in the instruction of French as a Foreign Language (FLE) within Tanzania. It examines the implementation of three linguistic theories: Contrastive Analysis (CA), Error Analysis (EA), and Interlanguage (IL), in the context of improving national FLE examination outcomes. The results indicate that linguistic interference from Kiswahili, English, and indigenous languages substantially impedes learners’ mastery of French. The research recommends adopting context-sensitive teaching methodologies that identify learners’ errors, anticipate linguistic difficulties, and support the gradual acquisition of target structures. The integration of CA, EA, and IL offers a comprehensive pedagogical framework that aligns instruction with Tanzania’s multilingual environment, enhances learner performance, and reduces the incidence of persistent failure in FLE.

French as a Foreign Language (FLE), Inappropriate Pedagogy, Personal Pronouns, Contrastive Analysis, Error Analysis, Interlanguage Theory, Multilingualism, Cross-linguistic Interference

Caroline Charles Shao,  Dr. Micah Chokah,  Dr. M. P. K. Nzunga,  Elimu Kuhanga Dimbwe (2026); CRITICAL ANALYSIS OF INAPPROPRIATE PEDAGOGY USED IN FOREIGN LANGUAGE TEACHING: The Case of French as a Foreign Language (FLE) in Tanzania , International Journal for Innovative Research in Multidisciplinary Field, ISSN(O): 2455-0620, Vol-12, Issue-2, Available on –   https://www.ijirmf.com/

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