HOW TO INTERGRATE THE AFFECTIVE DIMENSION IN THE TEACHING OF FRENCH AS A FOREIGN LANGUAGE IN KENYA

Abstract

Learning a language can be a complicated affair, particularly when the language is foreign and learning takes place in an exolingual context. The teacher of a foreign language in a multilingual context such as Kenya has to choose his teaching/learning strategies and activities properly in order to motivate the learner. He/she must also ensure a conducive environment that encourages learning through his attitude and behavior. Another necessary ingredient for achieving this is affectivity, an important component of the teaching/learning process. Following our practice as teachers of languages in general and of that of French in particular, in the mentioned environment, we have observed that our colleague teachers encounter difficulties in the pursuit of interest in the subject area on the part of the learners. How does the teacher integrate affectivity into the learning/teaching of French as a foreign language as to get them eager to learn? This article attempts to answer this question by first, defining the term “affectivity,” and then exploring the different ways in which the teacher can integrate affectivity into the teaching of French as a foreign language.