Learning about Citizenship and Sustainable Development: Practices that are integral to French as a Second Language lessons.

Abstract

This article examines the integration of citizenship and sustainable development into the teaching of French as a second language (FSL) at secondary level in the Democratic Republic of the Congo. It is based on the observation that, despite curricular reforms and institutional guidelines advocating a holistic approach to learner development, teaching practices in French remain largely focused on the development of language skills, often at the expense of civic, social and environmental dimensions.

The study employs a qualitative and descriptive approach, supplemented by quantitative analysis, conducted in ten secondary schools in the city of Kinshasa. Data were collected through classroom observations, analyses of teaching materials and interviews with teachers of French as a second language. They were then analysed using a framework centred on five dimensions: language learning, the development of critical thinking, citizenship, sustainable development and the co-construction of skills.

The results show a strong predominance of language learning and the development of critical thinking in the teaching practices observed. By contrast, learning related to citizenship and sustainable development, as well as co-construction practices, remain poorly integrated. This situation reveals a disconnect between curricular requirements and actual classroom practices, reflecting the persistence of teaching models that are still largely transmission-based and not sufficiently contextualised.

The analysis also highlights that, although pedagogical interactions do occur, they do not always lead to genuine co-construction of knowledge and skills. In this context, the Integrative Co-construction Approach (APCI) emerges as a relevant pedagogical framework for fostering a more coherent link between language learning, citizenship education and education for sustainable development.

In conclusion, the study emphasises the need to rethink teaching practices in French as a second language in order to make them more integrative, contextualised and geared towards fostering active, critical citizens who are committed to the sustainable development of their society.

Keywords: French as a second language, citizenship, sustainable development, co-construction, teaching practices, Democratic Republic of the Congo.

Received Date: April 21, 2026

Accepted Date: May 12, 2026

Published Date: June 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/774