This research paper aims to analyze the effectiveness of Confucius Institutes as a tool of China’s Soft Power in West Africa from a linguistic perspective, with a particular focus on how Chinese language promotion influences learners’ perceptions. It also suggests a novel approach on the teaching of Chinese language and culture at Confucius Institutes, especially from a linguistic perspective. Drawing on non-empirical research methods, the paper exploits second-hand data on Confucius Institutes research books, articles, conference reports as well as official sites; with main focus on two selected West African countries as case studies, namely Ghana and Nigeria. The findings indicate that Confucius Institutes are expanding in West Africa, and that Chinese language instruction at the Institutes, when coupled with cultural programing, enhances China’s image among educated youth and fosters their linguistic curiosity and Soft Power affiliation. However, the findings equally revealed that some challenges such as sociolinguistic barriers with French/English dominance, resource disparities, and perceptions of ideological influence limit the broader societal reach of Confucius Institutes programs. Thus, this research paper is inked with sociolinguistic as well as pedagogic implications, and therefore suggests a diachronic-linguistic teaching approach of the Chinese language and culture at Confucius Institutes.