Abstract

It examines the gap in French language skills among primary school students (an issue of some concern as it is the official language of instruction) for students in Mali. The study uses mixed-methods, investigating students' language proficiency quantitatively and providing qualitative data on the perceptions from students, teachers, parents, and administrators. Main results indicate significant weaknesses in French language competencies, particularly reading: 26% of students have difficulty with it. The causes of the gap are lack of exposure to French out of school, poor teaching materials, and social-economic inequalities. The study emphasizes the necessary for specific interventions, including more effective teacher training and providing adequate educational supplies as well as institutionally relevant curricula. Furthermore, by promoting community and family engagement and using technology we can develop more inclusive learning environments. Combating the francophone deficit is indispensable for making educational opportunities more equal and improving the mana (i.e., living conditions) of Malian students.