An Examination of the Influence of Early Exposure to the Official Language on Student Learning and Academic Achievement in a Developing Country: A Study at Two Higher Education Institutions
This study examines how early exposure to French, the official language of instruction in the Democratic Republic of the Congo (DRC), affects student learning and achievement at two higher education institutions in Kinshasa. It also examines whether family use of French improves academic performance and how exposure to the national language affects French proficiency and academic outcomes. A questionnaire was administered to 160 (N = 160) university students to assess how speaking French at home and national languages affect their French proficiency and academic performance, using a Likert scale. The study revealed that both L1 and L2 learners considered reading and grammar instruction essential for achieving proficiency in French and preparing for university studies. However, early exposure to French within the family environment was not significantly associated with improved academic performance. These results underscore the intricate nature of language dynamics within multilingual educational environments and indicate the need for continued investigation, particularly from the perspective of higher education practitioners. The complexities of official-language proficiency in multilingual countries such as the Democratic Republic of the Congo underscore the need for well-designed language education policies and practices. Specific recommendations are provided.
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