Contribution of Educational Support Activities to Improving French Language Teaching in Gryk Boarding Schools in Zinder Niger

In the boarding schools operated by the non-governmental organisation Guidan Raya Yaran Karkara (GRYK) in the Zinder region of Niger, French language teaching takes place in a context characterised by multilingualism and unequal access to learning opportunities. Some learners from disadvantaged rural backgrounds experience difficulties with comprehension, speaking and writing. This article examines the contribution of educational support activities to improving French language teaching and learning in these institutions. It draws on a mixed-methods survey conducted in three boarding schools in Zinder involving 35 learners, six educational facilitators and four French teachers, supplemented by observations and interviews with school managers. The available data indicate that activities are organised frequently and primarily comprise supplementary classes, language remediation, play-based workshops and educational games. Respondents report improvements in listening comprehension, speaking and reading comprehension, together with greater adaptation of teaching practices. However, difficulties with verb conjugation, vocabulary and grammar persist. The study recommends consolidating these activities, strengthening staff training and introducing pre- and post-assessments to document progress more effectively.