Systemic barriers to effective teaching/ learning of French in Ghana

Fiawomorm Kofi Fiagbe, Jonas Kwabla Fiadzawoo, James Kofi Agbo

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Pages (from-to)105-126
Number of pages22
JournalEuropean Journal of Language Policy
Volume15
Issue number1
DOIs
Publication statusPublished - 2023

Keywords

  • curriculum
  • effective teaching
  • subject
  • systemic barriers
  • teaching/learning of French

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