Journal of Education, Curriculum and Teaching Studies <p style="text-align: justify;"><strong>Journal of Education, Curriculum and Teaching Studies</strong> publishes peer-reviewed articles in education-related subjects which involve the enquiry and evaluation of various educational systems as those practised in different societies and countries in Africa and beyond. The journal welcomes researches that are aimed to: describe educational systems, processes and outcomes; help in the development of educational institutions at all levels, and practices in various countries; highlight the relationships between education and society; establish generalised statements about education that are valid the world over; curriculum designs, studies and development. These are aimed to bring research and knowledge to the widest possible audience in both developed and developing worlds.</p> Royallite Global en-US Journal of Education, Curriculum and Teaching Studies Examining the methods and approaches used in teaching English Language to second language learners <p>According to Adika (2012), the debate on the formulation and implementation of a language policy for Basic level education in Ghana spans three centuries: the educational ordinances passed in 1822 and 1887; the Phelps-Stokes report of the 1920s; the erratic policies characterising post-independence (1957) attempts, and the eventual promulgation of an English-medium slanted policy in 2002. Early Ghanaian nationalist intellectuals of the late 19th and early 20th centuries such as Reverend J. B. Anaman, Reverend G. R. Acquah, and Lawyer W. E.G. Kobina Sekyi were strong advocates of the use of Ghanaian languages at the basic levels of education, (Saah &amp; Baku, 2011). From 1925 to 1951 (following the Phelps-Stokes report), a Ghanaian language was used as medium of instruction for the first three years. However, in the period 1951 to 1956, a Ghanaian language was used only for the first year.</p> Francis Bukari Copyright (c) 2021 Francis Bukari 2021-03-22 2021-03-22 2 1 Towards assessment of pedagogical knowledge of early childhood educators: A case study of Sissala East Municipal, Ghana <p>The study investigated the Pedagogical Content Knowledge of early childhood educators in teaching Language and Literacy and its impact on the learners’ academic performance at early grade (Kg 1 –class 3) in the Sissala East Municipal of the Upper West Region, Ghana. The convergent parallel mixed method approach (Creswell, 2014) was used for the study. The sample was drawn, using purposive and simple random sampling techniques. The total sample for the study was 164 early childhood educators. Self-developed questionnaire, interview guides and observation checklist were used for data collection. The quantitative approach of data analysis was used to analyse the research questions and results presented in frequencies and percentages. The interviews and the observation results were analysed qualitatively through code and themes. The study revealed that the early childhood educators in the Sissala East Municipal have limited knowledge of the subject matter hence could not support their teaching of Language and literacy at the early grade effectively. The results suggested that early childhood teachers’ limited pedagogical content knowledge significantly affects their quality of Language and literacy teaching. It was recommended that foundation teachers need to create-literate-rich environments to enhance teaching and learning at the lower levels.</p> Wasila Mahamud Copyright (c) 2021 Journal of Education, Curriculum and Teaching Studies 2021-01-25 2021-01-25 2 1 4 20