Trainees’ Attitudes towards French in an English-focused Curriculum a Neurolinguistic programming Analysis

Abstract

Abstract: This study examines the perspectives of École Normale Supérieure Assia Djebar Constantine (ENS) second year of students’ -future middle school teachers of English- on the inclusion of French in their curriculum, using a Neurolinguistic Programming (NLP) technique to analyse qualitative focus group data. Focus groups comprised of 26 sophomore students at the department of English were asked to uncover their attitudes towards the necessity of French, preferred modes of instruction, and challenges faced. Results reveal a spectrum of opinions: some trainees view French as a valuable complementary skill, essential for bilingual communication and pedagogical diversity, while others question its relevance given the increased emphasis on English. Engagement with the French course varies, with a preference for face-to-face instruction over online formats due to perceived effectiveness in interaction and feedback. Challenges include limited course hours and issues with online learning environments. Proposed modifications range from increasing face-to-face interactions to integrating more practical content. NLP analysis of the responses highlights distinct patterns and provides actionable insights into optimizing language education strategies. Keywords: Neurolinguistic Programming, French language education, Teacher training, Multilingual curriculum