From Traditional Grammar Instruction to Competency-Based Language Education: A Paradigm Shift in University-Level French Teaching
Abstract
This position paper examines the paradigm shift from Traditional Grammar Instruction (TGI) to Competency-Based Language Education (CBLE) in university-level French programs, with a focus on African higher education contexts. TGI, characterized by teacher-centered pedagogy, rote memorization, and grammar-focused exercises, has been shown to limit communicative competence, learner engagement, and practical language application. In response to these limitations, CBLE is presented as a transformative approach that emphasizes real-world communication, measurable competencies across speaking, listening, reading, writing, and intercultural skills, and the integration of technology-enhanced learning tools. The paper critically analyzes the theoretical foundations underpinning CBLE, including Communicative Language Teaching, Task-Based Learning, and Bloom’s Taxonomy, and compares TGI and CBLE in terms of objectives, methods, and outcomes. Implementation considerations, challenges, and strategies are discussed, highlighting the need for curriculum redesign, instructor training, and resource optimization. The paper argues, based on empirical evidence and theoretical reasoning, that adopting CBLE offers long-term benefits for students, educators, and institutions, including enhanced language proficiency, motivation, and alignment with global educational standards. The study concludes with a call to action for policymakers, curriculum designers, and instructors to embrace CBLE as a sustainable framework for improving the quality, relevance, and effectiveness of university-level French instruction.