Examining the methods, approaches and strategies in teaching English language in junior high schools in Ghana: A case of Hohoe municipality
##plugins.themes.bootstrap3.article.main##
Abstract
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.
##plugins.themes.bootstrap3.displayStats.downloads##
##plugins.themes.bootstrap3.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This open-access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
References
Akowuah, J. A., Patnaik, S., & Kyei, E. (2018). Evidence-based learning of students’ performance in English language in Adu Gyamfi Senior High School in the Sekyere South District of
Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2015). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730.
Atalar, H., Yanık, B., Polat, O., & Tur, B. S. (2015). Stress fractures: evaluation of three patients and review of the literature. Turkish Journal of Rheumatology, 22(4), 31-53.
Basic Education Certificate Examination (2019). Best-Performing Districts Scored Above 97 Per Cent in BECE Pass Rate-Report. Government of Ghana
Bernstein, B. (1974). 2003. Class, codes and control: Towards a theory of educational transmission, John Wiley & Sons, USA
Cho, H., & Brutt-Griffler, J. (2015). Integrated reading and writing: A case of Korean English language learners. Reading in a Foreign Language, 27(2), 242-251.
Choi, T. H. (2015). The impact of the ‘Teaching English through English’policy on teachers and teaching in South Korea. Current Issues in Language Planning, 16(3), 201-220.
Cooper, D. R., & Schindler, P. S. (2014). Business Research Methods. Data Preparation and Description. McGraw-Hill Irwi. Boston
Dafouz, E., Camacho, M., & Urquia, E. (2014). ‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education, 28(3), 223-236.
Dorleku, A. (2013). Teaching and learning in border towns: a study in some junior high schools along the Ghana-Togo border (Doctoral dissertation, University of Ghana).
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.
Golden, J. (2015). factors that influence the performance of the students in schools (Doctoral dissertation, Queen's University Belfast).
Hayes, A. F. (2009). Beyond Baron and Kenny: Statistical mediation analysis in the new millennium. Communication monographs, 76(4), 408-420.
Hernández, S.,P. & Vargas, M. C. (2013). Encouraging students to enhance their listening performance. Profile Issues in Teachers Professional Development, 15(2), 199-214.
Hung, H. T. (2017). The integration of a student response system in flipped classrooms. Language Learning & Technology, 21(1), 16-27.
Leke-ateh, B. A., Assan, T. E. B., & Debeila, J. (2013). Teaching practice for the 21st century: Challenges and prospects for teacher education in the North-West Province, South Africa. Journal of Social Sciences, 37(3), 279-291.
Macharia, A. N. (2017). Teachers’ Strategies for Managing Challenges of Integrated English in Secondary Schools in Kiambu East Region, Kiambu County, Kenya. Doctorate Thesis, Kenyatta University, Nairobi, Kenya.
Mbithe, C. N. (2014). Influence of the New Integrated English Curriculum on Students’ Performance in English at the Kenya Certificate of Secondary Education in Masinga Division. Journal of Education,7(2), 19-34
Menken, K. (2016). NCLB and English language learners: Challenges and consequences. Theory into Practice, 49(2), 121-128.
Ministry of Education (2019). Schools Analytical Report, Hohoe Municipality. Governemnt press, Ghana.
Moja, T. (2016). Nigeria education sector analysis: An analytical synthesis of performance and main issues. World Bank Report, 3(2), 46-56.
Mosa, A. (2014). Teacher perception of a New English as a foreign Language Curriculum in Saudi Arabia, (Unpublished Msc Thesis State University of New York)
Naomi, M. C (2014). Influence of The New Integrated English Curriculum On Students ‘performance in English At The Kenya Certificate Of Secondary Education In Masinga Division, Kenya. International Journal of Education, 3(1), 41-57
Qasem, A. A., & Viswanathappa, G. (2016). Teacher perceptions towards ICT integration: Professional development through blended learning. Journal of Information Technology Education: Research, 15(8), 561-575.
Rahi, S. (2017). Research design and methods: A systematic review of research paradigms, sampling issues and instruments development. International Journal of Economics & Management Sciences, 6(2), 1-5.
Siaw, A. O. (2016). A comparative study of teaching and learning processes of the Visual Arts in selected Senior High Schools in Urban and Rural settings in Ashanti Region, Ghana. (Doctoral dissertation, Kwame Nkrumah University of Science & Technology)
Torto, G. A. (2017). The Implementation of the Basic School English Curriculum: The Case of the Cape Coast Metropolis in Ghana. Journal of Education and Practice, 8(8), 166-175.