EMPOWERING BENIN'S ENGLISH EDUCATION FOR REAL-LIFE FULFILLMENT: THE IMPERATIVE DEVELOPMENT OF A MULTIFUNCTIONAL CURRICULUM

Abstract

The present study delves into the intricate dimensions of English education in Benin's educational landscape, illuminating the need for a nuanced understanding of its role that extends beyond conventional classroom boundaries. Despite being undervalued in secondary education compared to subjects like Mathematics, Physics, and Biology, English paradoxically serves as a strategic tool to bolster school performance in national examinations. This research explores the diverse motivations driving the teaching and learning of English, acknowledging its often-obligatory presence within the curriculum. While many educators may approach English education without specific objectives, this study recognizes its multifaceted significance. This extensive investigation engages a diverse cohort, encompassing 23 English as a Foreign Language (EFL) teachers and 225 EFL learners from 22 private and public schools, strategically spanning all 12 regions of Benin. Data collection meticulously employs surveys, interviews, and documentary analyses, drawing from a corpus of 42 documents, including educational policies, curricula, and academic reports. The findings reveal a profound impact, with 78% of learners recognizing English's significance in enhancing academic performance. Gender breakdowns show 65% of male and 80% of female students acknowledging English's multifunctional role. At 88%, EFL teachers concur, highlighting the diverse nature of English education. For robust data analysis, SPSS 26 is employed, utilising descriptive statistics, t-tests, chi-square, correlation analyses, regressions, and analysis of variance. The study underscores English's centrality in Benin's academic and socio-cultural context, emphasizing its multifunctional role in shaping academic achievement, fostering global citizenship, and empowering learners beyond the classroom.