Abstract
Teaching/learning is effective when the set objectives are achieved. The effectiveness of teaching could however be impacted by barriers to teaching/learning. This article therefore examines systemic barriers to the effective teaching/learning of French in the Ghanaian educational system taking into account policy and curriculum arrangements. Data was collected through interviews and documentary evidence from stakeholders including career-oriented students, Ghanaian professionals and heads of department of French. From the qualitative perspective, the data was analysed using a thematic approach and content analysis. Findings revealed that there are systemic barriers to the effective teaching/learning of French at the secondary and tertiary levels in Ghana. These include absence of policy for teaching/learning French in Technical and Vocational Education Training institutions (TVET institutions), inaccessibility of the French language to students in career-oriented programmes and inappropriate alternation of French with other subjects. In view of these findings, the study recommends a review of policies and subject combinations regarding the teaching/learning of French at the secondary and tertiary levels of the Ghanaian educational system, in order to ensure a seamless progression in the study of the language and its positive impact on the socio-economic development of the country.
Original language | English |
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Pages (from-to) | 105-126 |
Number of pages | 22 |
Journal | European Journal of Language Policy |
Volume | 15 |
Issue number | 1 |
DOIs | |
Publication status | Published - 2023 |
Keywords
- curriculum
- effective teaching
- subject
- systemic barriers
- teaching/learning of French