French as a Foreign Language (FFL) at Church:

A Teaching Guide

Abstract
The article prescribes learning French as a Foreign Language in places of worship, like the

church in Anglophone communities. Using her experience as a former French language teacher

at the Chapel of Solutions of the Nigeria French Language Village (NFLV), the writer proposes a

guide for teaching French as a Foreign Language (FFL) in the church for 15 minutes in a regular

worship service. The article prescribes teaching French using regular church activities as a basis.

The pronunciation of some names of people and places in the Bible in French, simple translation

exercises and teaching short prayers in French are prescribed.

Keywords: Church, French teaching, Teachers guide, Nigerian French Language Village

Introduction
 It is often overlooked that the church is an institution like the home, schools, colleges,

high schools, and universities where people learn the vitals of life. The church was established

first to know God's will, the morals of society, and religious knowledge. Some people believe

that the church exists only for spiritual activities, but the world has since moved on from the era

of such classical beliefs.

Every day, the world seeks novel ideas on how to improve in its different sectors. In

schools in Nigeria, schoolchildren are already learning Religion and National Values as a

subject; this is intended to complement religious and moral knowledge given in the church and

sometimes at home. It is also not beyond expectation for the church to take its place and prepare

to play a complementary role in colleges and universities teaching French as a Foreign Language

(FFL).

Only a few churches teach French or interpret sermons from English or other languages

to the French language in their worship services. This means that teaching FFL in the church is

still a new idea. The Toulouse Center1, for example, offers literacy and FFL courses. However,

among the 44 associations listed on the Toulouse Center website, only three are linked to a

religious establishment: Secours Catholique (twice a week, level A1 and A2), Secours

Catholique La Casèla (Tuesdays and Fridays, for women only), and Secours Catholique Étude et

Chocolat (Wednesday afternoon, for adults, and support for children). (Opaluwah 2020) believes

that the French language is even better when combined with other areas of interest, and religion

is a primary area of interest for Africans. The CCEF (Centre Chrétien d’Enseignement du

Français) at Albertville, France, has a well-structured program for teaching French. There is a

1
Cœur de ville Toulouse. “Des endroits où l’on peut apprendre le français à Toulouse,” Cœur de
ville Toulouse, “n.d.” http://www.coeur-de-ville.com/index.php/s-en-sortir/apprendre-le-
francais-gratuitement/303-liste-des-endroits-ou-l-on-peut-apprendre-le-francais
standard 11-month program for beginner, intermediate and advanced learners and a 3- or 6-

month Refresher program for affordable fees. Krashen (2009) encourages and reminds second

language teachers of the importance of French students learning beyond the traditional classroom

language; “Our responsibility goes beyond the language classroom” (Krashen, 2009, p.83).

Literature Review

Works exist on teaching religion in schools and English as a Second Language (ESL) at

church and the importance of the church as an institution for family literacy. Yves Verneuil

(2014) states that religion gradually diminished in schools in a historical journey of the

relationships between the church, the school, and the notion of secularism in France from 1726

until 2007.

Joey Shaw (n.d.) makes a case for the importance of language learning in church

planting. He argues that the host community can be taught the language of the preacher, the

evangelist or the missionary, but that when the preacher learns the hearer's language, he follows

the humble path of the Lord Jesus. He proposes that Christians involved in church planting learn

the language of the hosting community for better communication of Bible precepts.

In their study, Xia Chao and Miguel Mantero (2014) show how church-based ESL

programs may work as social mediators to improve the family literacy of immigrant adults

among Latino and Asian groups in Southeastern U.S. towns. and combat specific social and

cultural dilemmas they face. Their results show that the immigrant parents’ participation in the

church-based ESL programs empowers their family literacy and use of their home language. This

empowering experience promotes direct or indirect family literacy practices, including

investment in family-together literacy, interaction with children’s schools, independence to

address family and ethnic community issues, and reclaimed ownership of home language.

Marlene Schmidt (2016) proposes ESL as a language partnership ministry for

multilingual churches. Using her church as an example, she suggests that for churches to partner

effectively with ESL ministries, they must consider the four principles of vision, pedagogy, value

culture, and building relationships to meet the needs of the multilingual assembly.

Ali Khalife (2006) describes how religion was organized and taught in schools in

Lebanon and that catholic establishment projects encourage people to live the Gospel daily. On

the Muslim side, the Arabic language is the essential vehicle of transmitted knowledge in

Muslim schools, and the values advocated illustrate the social traditions of the region. He also

points out that they periodically witness campaigns in favor of massive Arabization, relegating,

for example, the teaching of French or English in foreign language courses without a link to the

values they transmit.

Regarding the contribution of religion or the church's contribution to the development of

Africa, authors like Pierre Diarra (2013) believe that the church contributes to the construction of

African countries and the African Union and promotes regional integration. He argues that the

church invests in social order, charity, health, education and training. According to him, this

offers Africa, mainly through the practice of the values of the Kingdom, the spiritual, moral and

social strength it needs at a time of assessment and future perspectives.

From the literature review, few or no works exist on learning French as a second language

in churches or places of worship. Works and discussions about teaching French in places of

worship are still budding. This opinion article seeks to fill that knowledge gap by practically

proposing teaching French at the Church customized to each congregation’s peculiarity.

 A Sustainable Goal

The fourth objective of the seventeen Sustainable Development Goals (SDGs) is to

“ensure inclusive and equitable quality education and promote lifelong learning opportunities for

all” (unesco.org). I submit that a religious place like the church is a place to ensure inclusive

education. One of the secretariats led by the United Nations Educational, Scientific and Cultural

Organization (UNESCO), one of the essential partners of the United Nations, is currently leading

the agenda on the total transformation of education by 2030. I expect this agenda for education

transformation should include mobilizing resources to improve, increase and complement

education in learning FFL and other languages beyond traditional classes and educational

establishments.

This fourth objective is the basis for which the author of this article prescribes FFL at

church. To this end, the program prescribed here involves only activities that embody specific

primary language learning objectives: reading, speaking, reciting, articulating, singing, repeating

and memorizing, but especially in the context of Christianity.

A Brief Overview of the Chapel of Solutions of the Nigeria French Language Village

The Chapel of Solutions is a bilingual assembly and the place of worship for third-year

French Language students and some Christian staff of the Nigeria French Language Village

(NFLV) in Badagry, Lagos. Religious activities started in 1992 at the Chapel, with five members

on the Board of Directors.

An office serves as a mini library, providing religious books in French and English to

enhance students' learning. Among the books in the Chapel office are hymns written in English
and French, which aid students in understanding the translation of the hymns, pronunciations,

and phonetics in French.

Typically, the Sunday program includes prayers, praise songs, separate English and

French Bible study classes, announcements, a monthly drama play, a particular song by the

choir, and the preacher's message in English, sometimes interpreted in French. In 2021, the

Chapel management, following the proposal of Corneil Agboton, decided to introduce the

“French at Church” (Français à l’église) program for 15 minutes after the Bible study. The

program of activities for “French in Church” varies from a lesson in pronouncing the names of

Bible characters or the names of Biblical cities and countries to learning a gospel song, learning

the Lord's Prayer, or even guessing a Biblical verse. It is often an exciting moment for the

Chapel's faithful to look forward to.

Apart from the Sunday program at the Chapel of Solutions, there are groups where

students can participate and improve their oral French. There is the choir, the drama group, the

ushering unit, and the Bible Study teachers’ group. A student leader is elected to supervise and

ensure student activities in groups and the Chapel are carried out peacefully and successfully.

French at Church

The French at Church program at the NFLV Chapel began towards the end of 2021; the

management of the Chapel decided to add a religious angle to the French language immersion

experience of the students who attend the Chapel of Solutions of the NFLV, benefitting all

members too. The engaging program runs every Sunday for just 15 minutes. Unlike the

Language Immersion program of the NFLV, the program offered here at the Chapel does not

include elaborate grammar or vocabulary, written expression, literature, or an excursion as

specified in the study program of the NFLV (n.d.) and on sites such as Woospeak2. Kustiuk

(2015) in FluentU has enumerated 21 different ways of immersing oneself in a language without

going abroad. Still, attending a worship service where the target language (in this case, French) is

incorporated into the service will be an advantage in terms of language immersion.

Methodology

The approach is teaching and evaluation in the congregation's regular language. The

sample preparations outline nine church-related lessons of fifteen minutes each and how the

teacher should approach each suggested activity. English is assumed to be the congregation’s

regular language.

The assessment of an FFL in church for a brief allotted time of 15 minutes can only be

informal, sometimes involving take-home assignments. The assessment part of the program

cannot incorporate the traditional classroom assessment in designing the proposed program for

teaching FFL in the church. Thus, the evaluation will mostly be oral and within the allotted time.

The teacher is expected to have a French Bible to aid him in teaching.

A Provisional Study Program

One of the purposes of this article is to prescribe a provisional program that can be

adapted for learning a second language in a Christian setting for approximately 15 minutes at

least once a week; for the French at Church program, congregants are encouraged to bring a

writing book, a pen and a copy of the Holy Bible, if possible, The NRSV and a bilingual

English-French edition. These will come in handy in verifying the translations of Bible names

2
Woospeak. “Programme de formation FLE débutant (Français Langue étrangère),” Woospeak,
“n.d.” https://www.woospeak.com/fr/programmes/programmes-langues/programme-fle-debutant
 and cities. The writing book will be used to write new vocabulary and take notes on the

conjugation of verbs in different tenses, spelling and pronunciation.

The teacher may sometimes use the biblical text of the day's preacher to teach Reading

and Pronunciation. If they have booklets like the Le Coeur de l’homme (The Heart of Man), it

will even be more beneficial for the teacher. Such booklets could serve as a manual to guide

students during reading, a reference for particular definitions, and a teaching aid for the teacher,

students, and members. To this end, I propose a program comprising nine Sundays (or nine days

as it suits the church or denomination).

Table 1
A Provisional program for teaching FFL
Sunday or Topic duration

other day

1. Pronunciation of the names of some characters in the Bible/ 15

pronunciation of the names of places or cities in the Bible in minutes

French

2. The Lord's Prayer or Grace, or The Blessing at the End of Worship 15

in French minutes

3. French Gospel song 15

minutes

4. Games or quizzes on verses, characters or cities in the Bible in 15

French minutes
5. The church’s weekly activities in French 15

minutes

6. The French pronunciation of books of the Bible 15

minutes

7. Bible Academy: simple translation exercises, reading/saying the 15

verb in the infinitive and saying the tense/guessing the meaning of minutes

the underlined words/ replacing the underlined words/

phrases/defining simple Christian nuances in French.

8. The whole armour of God in French 15

minutes

9. Reading a paragraph from The Heart of Man 15

minutes

This article offers a sample of the pronunciation of specific Biblical names, The Lord's

Prayer, a Game on Bible verses, weekly activities in the Chapel (Church), pronunciation of the

books of the Bible in French, identifying/ reading the French verbs/ tenses, and simple church-

related English-French translations and vice-versa.

The English versions of biblical references are drawn from the New Revised Standard

Version (NRSV) Bible, 2016 (online), while the French translations are drawn from the Good

News Translation Bilingual Edition Bible, 2013.

The French Pronunciation of Specific Character Names in the Bible

The French names are on the left, The phonetic French pronunciations are in the slash,

and the English equivalents are on the right.

 Amos \a.mɔs\ (Amos, n.d.) Amos (Amos 1:1)

 Barnabé \baʁ.na.be\ (Forvo, n.d.) Barnabas (Acts 11:23)

 Canaan \ka.na.ɑ̃\ (Canaan, n.d.) Canaan (Gen.10:6)

 Débora \dɛ.bɔ.ʁa\ (Débora, n.d.) Deborah (Judg. 4 and 5)

 Élisée \e.li.ze\ (Élisée, n.d.) Elisha (1king 19:19)

 Gabriel \ɡa.bʁi.jɛl\ (Gabriel, n.d.) Gabriel (Luke 1:26)

The French Pronunciation of Specific Place Names in the Bible

The French names are on the left, The phonetic pronunciations are in the slashes, and the

English equivalents are on the right.

 Gomorrhe \ɡɔ.mɔʁ\ (Gomorrhe, n.d.) Gomorrah (Gen. 19)

 Jourdain \ʒuʁ.dɛ̃\ (Jourdain, n.d.) Jordan (Gen. 13:10-11, Num. 22:1)

 Ninive \ni.niv\ (Ninive, n.d.) Nineveh (Jonah 3)

 Séba \sɛbɐ\ (Séba, n.d.) Seba (Isa. 43:3)

Steps for the teacher

 Prepare the photocopies to distribute to the students: only the part with the phonetic

spelling is enough.

 Introduce the day's program with the topic.

  Pronounce each name and encourage the students and the congregation to say them

afterwards (three times).

 Read all the names by yourself.

 Ask or nominate a student in each row to try pronouncing the names.

 Offer group learning in the form of a game.

 Do not forget to give applause at the end of each session.

Other Steps for the Teacher

 Questions related to the gender of the characters' names and verification of knowledge of

the characters, for example, Est-ce que Élisée est un homme ou une femme (is Elisha a

man or a woman)?

 Using a large format paper, show the students and congregation some of the names of the

characters without saying anything to check which of them can recall the pronunciation.

 The teacher can assess whether students can try to check in which book(s) of the Bible

the names of the people or cities mentioned are found.

 The teacher mispronounces some characters' names on purpose to see if the students can

notice the difference. For example, instead of pronouncing "Canaan \ka.na.ɑ̃\", he can

pronounce it as \ka.naan\.

 The teacher assesses whether the students and congregation can form sentences with the

characters' names.

 Exercise to complete sentences with the right words, either the names of the characters or

the names of cities.

Dictation: What names do you hear?

The teacher dictates the names of about five biblical characters in English and then asks the

students and the congregation to interpret them in French.

The Lord’s Prayer: La prière de notre Seigneur

This prayer could be recited every Sunday or worship day to aid students’ ability to recite it

off hand.

« Notre Père qui es dans les cieux,

Que chacun reconnaisse que tu es le Dieu saint,

que ton règne vienne ;

Que chacun sur la terre, fasse ta volonté comme elle est faite dans le ciel.

Donne-nous aujourd'hui le pain nécessaire.

pardonne-nous nos torts, comme nous pardonnons nous aussi à ceux qui nous ont fait du tort,

et ne nous expose pas en tentation,

mais délivre-nous du Mauvais. » (Good News Translation Bilingual Edition, 2013, Matt. 6: 9-13)

"Our Father in heaven, hallowed be your name.

Your kingdom come. Your will be done, on earth as it is in heaven.

Give us this day our daily bread.

And forgive us our debts, as we also have forgiven our debtors.

And do not bring us to the time of trial, but rescue us from the evil one.” (New Revised Standard

Version Bible, 2016 [online], Matt. 6:9-13)

The Grace: La Grâce

 This prayer could be recited every Sunday or worship day to aid students' ability to recite it off

hand.

Que la grâce du Seigneur Jésus-Christ, l'amour de Dieu, et la communion du Saint

Esprit soient avec vous tous (Good News Translation Bilingual Edition, 2013, 2 Cor. 13:13).

The grace of the Lord Jesus Christ, the love of God, and the communion of the Holy Spirit be

with all of you (New Revised Standard Version Bible, 2016 [online], 2 Cor. 13: 13).

Self-Blessing: La bénédiction de soi

Oui, tous les jours de ma vie, ta bonté, ta générosité, me suivront pas à pas. SEIGNEUR, je

reviendrai dans ta maison aussi longtemps que je vivrai (Good News Translation Bilingual

Edition, 2013, Ps. 23 :6).

Surely goodness and mercy shall follow me all the days of my life, and I shall dwell in the house

of the Lord my whole life long (New Revised Standard Version Bible, 2016 [online], Ps. 23: 6)

The Preacher’s Blessing : La Bénédiction du prédicateur

‘Que le SEIGNEUR vous bénisse, et vous protège !

Que le SEIGNEUR te regarde avec bonté, et vous accueille favorablement !

Que le SEIGNEUR vous manifeste sa bienveillance, et vous accorde la paix ! (Good News

Translation Bilingual Edition, 2013, Num. 6 :24-26)

The Lord bless you and keep you; the Lord make his face to shine upon you, and be gracious to

you; the Lord lift up his countenance upon you, and give you peace (New Revised Standard

Version Bible, 2016 [online], Num. 6: 24-26).

Information for the teacher

The teacher notes that the purpose of teaching the above prayers in French is to show them as

a model, a basis, and a foundation for members to say their prayers in French in their privacy.

Translation exercise: Translate the prayer below into French

I shall not die but live to declare the works of the Lord in the land of the living,

Every day and in every way, I am getting better.

Verse Game: Match the verses with the correct part of the Bible

Table 2
Bible verse quiz (The clue is the English translation and an example is shown)
Bible portion Bible verse Clue

Romans 3:23 Au commencement Dieu créa le ciel In the beginning when God

et la terre. created…

Hebrew 11:1 Déchargez-vous sur lui de tous vos Cast all your anxiety on him….

soucis, car il prend soin de vous.

Car tous ont péché et sont privés de la Since all have sinned and fallen
John 3:16
présence glorieuse de Dieu short…

1 Peter 5:7 Car Dieu a tellement aimé le monde "For God so loved the world that he

qu’il a donné son Fils unique, afin gave his only Son…

que quiconque croit en lui ne soit pas

perdu, mais qu’il ait la vie éternelle.

 Genesis 1:1 Mettre sa foi en Dieu, c’est être sûr de Now faith is the assurance of things

ce que l’on espère, c’est être hoped for….

convaincu de la réalité de ce que l’on

ne voit pas.

Tell the book of the Bible from Which the Verse/ Phrase is Taken.

Table 3
Link the book with the clause from which the verse is taken. (The clue is the English translation
and an example is shown)
phrase Book in the Clue

Bible

…comme des moutons qu’on mène à Psalm All we like sheep have gone

la boucherie. astray…

Or un jour que les anges de Dieu Joshua One day the heavenly beings

venait faire leur rapport au came to present themselves

SEIGNEUR, … before the Lord …

... ta bonté, ta générosité, me Romans Surely goodness and mercy shall

suivront pas a pas … follow me …

...du livre de la loi et medite-les jour Ecclesiastes This book of the law shall not

et nuit… depart out of your mouth …

Engage-toi dans une affaire… Job Ship your grain across the sea ….

Weekly Activities at the Chapel/ Church

Table 4
Weekly activities (To be adapted to the church’s weekly activities)
Days Time Activities
 Les matins 6h -6.30h Prières matinales

Les soirs 20h -20.30 Prières du soir

Mercredi 16.30 – 17.30 Etude Biblique

Jeudi 16.30 – 17.30 Evangélisation

Vendredi 17h – 19h Répétition du chorale

Samedi 16h – 18h Réunion des ouvriers

Pronunciation of Some Books of the Bible in French

The books are written first in French, followed by the phonetic pronunciation, and then the

English version in parentheses.

 Esdras \e.dʁa\ (Esdras, n.d.) Ezra

 Psaumes \psom\ (Psaumes, n.d.) Psalms

 Jonas \ʒɔ.nas\ (Jonas, n.d.) Jonah

 Michée \mi.ʃe\ (Michée, n.d.) Micah

 Aggée \a.ʒe\ (Aggée, n.d.) Haggai

Bible Academy: Read the sentences correctly and give the tense of the underlined verbs in

their infinitive forms in French

The teacher is required to aid students with clues like supplying one or two alphabets that

complete the infinitive forms

  Acts 19:16 Et l'homme possédé de l'esprit mauvais se jeta sur eux, se montra plus fort

qu’eux tous ; il les maltraita avec une telle violence qu’ils s’enfuirent de sa maison nues

et couverts de blessures.

 Joshua 4:3 et ordonnez-leur d’aller chercher douze pierres dans le lit du jourdain à

l’endroit exact ou les prêtres ont posé leurs pieds. Ils devront emporter ces pierres et les

déposer dans le lieu où vous passerez cette nuit.

 Nehemiah 1:4 Lorsque j'entendis ces nouvelles, je m'assis, pour pleurai : durant plusieurs

jours je restai en affliction en jeûnant. Je me mis à prier le Dieu du ciel.

Read/guess the Meaning of the Underlined Words/Phrases.

 Romans 15:27 ils l’ont décidé eux-mêmes, mais en réalité il le leur devait ; car les

chrétiens juifs ont partagé leur bien spirituel avec ceux qui ne sont pas juifs ; les non-juifs

doivent donc aussi servir en subvenant à leurs besoins matériels.

 Acts 13:11 Maintenant écoute : le Seigneur va te frapper, tu seras aveugle et tu ne verras

plus la lumière du soleil pendant un certain temps. » Aussitôt les yeux d’Elymas

s’obscurcirent et il se trouva dans la nuit, il se tournait de tous côtés, cherchant quelqu’un

pour le conduire par la main.

 Revelation 2:1 « Ecris à l'ange de l'Eglise d’Ephèse : « Voici ce que déclare celui qui

tient les sept étoiles dans sa main droite et qui marche au milieu des sept lampes d’or :

 John 15:1 Je suis la vraie vigne, et mon Père est le vigneron.

Define the Following Words in Simple French Sentences.

 Le Messie (The Messiah)

 La foi (Faith)

 L’église (Church)

 Le chrétien (Christian)

 L’Esprit Saint (The Holy Spirit)

Translation: Translate the Underlined Words into English

 1 Corinthians 13:7 qui aime supporte tout et garde en toute circonstance la foi,

l’espérance et la patience.

 Revelation 2:21 Je lui ai laissé du temps pour changer du comportement, mais elle ne

veut pas se détourner de son immoralité

 Exodus 2:1 Un homme de la tribu de Lévi épousa une femme de la même tribu.

 Ezra. 7:10 en effet, Esdras s’appliquait de tout son cœur à étudier la loi du SEIGNEUR et

à la mettre en pratique et enseigner aux Israélites les commandements et les règles de

cette loi.

The Whole Armour of God (Les armes que Dieu fournit)

(Ephesians 6:14-17)

 La ceinture de la vérité (The Belt of Truth)

 La cuirasse de la justice (The breastplate of righteousness)

 La chaussure de l’Évangile de paix (The shoes of readiness for the gospel of peace)

 Le bouclier de la foi (The Shield of Faith)

 Le casque du salut (The Helmet of Salavation)

  L’épée de l’Esprit (The sword of the Spirit)

Attempt the Following Questions on the Armour of God.

 Qu’est-ce qui représente l’épée de l’Esprit ? (What armour represents the sword of the

Spirit?).

 D’où ou comment est-ce que l’on puisse trouver le bouclier de la foi ? (Where or how can

the Shield of Faith be found?).

 Expliquez un peu de la ceinture de la vérité (give a little explanation about the Belt of

Truth).

Reading

Read Le cœur du pecheur (The sinner’s heart) page 5 in the French Version of The Heart of Man

(Le cœur de l’homme). The teacher prepares the lesson on a paragraph of the text. He reads the

text sentence by sentence, encouraging the students and members to repeat after him. He

nominates members to read two sentences each. He corrects their pronunciations and applauds

them. Finally, he explains complex or new vocabulary and encourages worshippers to form new

sentences using the words and vocabulary explained.

Conclusion

The United Nations' total education transformation is incomplete without discussing the

transformation of learning foreign languages , such as French, in unconventional places like the

church. Church leaders can repeat the activities proposed for FFL in the church several times as

desired or deemed appropriate.

 One fundamental rule with language learning at any level is that repetition and constant

practice are essential. For example, after constantly reciting the Lord’s Prayer or the Grace and

the names of personalities and cities, the French pronunciations become familiar and easy for the

Church. Worship activities at the NFLV Chapel are organized versatilely, providing

opportunities to include a mini-FFL study program and encouraging students to communicate in

French. Africa is advised as a religious continent to take advantage of its places of worship to

play a global role in advocating for the learning of FFL. The proposal that the activities in places

of worship be adapted to integrate a minimum of 15 minutes or more of learning is encouraged

in teaching FFL and other local community languages in various places of worship.

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