Examining the methods, approaches and strategies in teaching English language in junior high schools in Ghana: A case of Hohoe municipality
Keywords:
English Language, integrated methods, Junior High Schools, Hohoe Municipality, teachingAbstract
Premised on Basil Bernstein's theory, this study sought to investigate the methods in which English is taught in junior high schools in Hohoe Municipality. The exploratory research was used as it allowed qualitative and quantitative data collection through interviews, observation, and questionnaires. The target population was 93 teachers of English from 55 Junior High Schools. The sample size was 28 teachers of English. The study used questionnaires and interview guides to collect the data. It was discovered that various methods were being used to teach integrated English within the schools. English language lessons were integrated with composition, comprehension, grammar, poetry, oral literature, novel and drama to enhance a better understanding of the students and make the discussion more practical. The study concluded that various methods were being used to teach integrated English within the schools. Brainstorming and group discussion methods were used within the classrooms. The study recommended that teachers need to use various methods to teach integrated English within the schools. Teachers need not rely on one method of teaching and the capacities and needs of the students need to be determined before settling to a particular method of teaching. Some of the suggested methods that need to be employed within the schools include debate, brainstorming, group discussion and activity based. The study also recommended that English teachers within the school need to have consultations to establish the best method of teaching integrated English that can be adopted.
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