1 Introduction

This chapter introduces the concept of language education and the challenges faced in teaching and learning a language, especially in a multicultural and multiracial environment such as Rhodes University, South Africa. The study aims to identify the challenges faced by teachers and learners in assessment and evaluation, as well as to explain how these challenges can be addressed to benefit the learners. The chapter also highlights the importance of sharing experiences and innovations in language teaching to help colleagues facing similar issues in the field.

2 The Rhodes University working environment

This chapter describes the unique multicultural environment of Rhodes University, South Africa, and the challenges of teaching French as a foreign language. It provides an overview of the university, the School of Languages and Literatures, and the demanding nature of teaching French as an academic discipline. It emphasizes the importance of French as a tool of communication in the modern world and its widespread usage in Africa and around the globe.

3 Background to the challenges of French language teaching and learning at Rhodes University

This chapter describes the background and challenges of French language teaching at Rhodes University in South Africa, including the country's colonial past, racial demographics, official languages, and the impact of apartheid on education. The chapter also discusses the changes and strides made in the post-apartheid era to address educational inequalities. Additionally, it addresses the challenges of teaching French to a student body with diverse linguistic backgrounds, limited computer literacy, and lack of exposure to French language and culture. Furthermore, the chapter highlights the changes in the curriculum and the emergence of organizations responsible for enforcing quality and uniformity of standards in education.

4 Situational paradigm shift and innovations

Chapter 4 introduces the Preliminary French Programme at Rhodes University. The program aims to foster a love for the French language, literature, and culture through a multi-media approach. In efforts to improve enrollments, the program has added a module geared towards teaching absolute beginners. Innovations include the introduction of online resources, extra Saturday classes, and DELF preparatory classes and examinations. The paper also discusses the challenge of assessing a multicultural, multiracial, and multilevel class of French students, highlighting the need for a valid and reliable assessment technique. The chapter further addresses students' apathy towards assessment and feedback, drawing on personal experiences in various educational settings.

5 Conclusion

This chapter discusses the lack of research on individual experience in teaching French as a foreign language in China and emphasizes the importance of sharing personal experiences to improve teaching practices worldwide. The evaluation aspect of teaching, including formative, summative, and continuous assessment, is highlighted as crucial for measuring student and teacher performance. The chapter also emphasizes the need for active student involvement in the learning process and the importance of putting students at the center of the learning and teaching process.