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All Journal JOLLT Journal of Languages and Language Teaching Indonesian Journal of Teaching in Science Journal of Linguistics, Literature and Language Teaching
Fenuku, Samson Dodzi
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of Linguistics, Literature and Language Teaching

 1 
Institutional Factors Influencing Bilingual Education: A Primary School Perspective from Ghana Fenuku, Samson Dodzi
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 1 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i1.783

Abstract

This study examines the institutional factors influencing the effectiveness of bilingual education in primary schools within the Ledzokuku Municipality of Accra, Ghana. This study uses a mixed methods approach, and the research explores the interplay between teacher training, resource availability, administrative support, and community involvement in the success of bilingual education programs. A case study at Adom Primary School provides in-depth insights into the experiences of educators, administrators, and parents, while a survey of 200 educators and administrators offers a broader perspective. Qualitative findings emphasize the need for comprehensive teacher training and the critical role of community support in supplementing school resources. Teachers desire more extensive training to deliver instruction confidently in a second language. The case study reveals the significant impact of community involvement in overcoming resource limitations, suggesting local engagement as a strategic asset for bilingual education. Quantitative results corroborate these insights, showing significant positive correlations between teacher training hours, resource availability, and program effectiveness. Regression analysis indicates that teacher training and resource availability are significant predictors of program effectiveness, underscoring the need for targeted investments in these areas. The study identifies challenges such as a shortage of qualified bilingual teachers, resource scarcity, and the complexity of aligning language policies with community expectations. Recommendations include developing robust teacher training programs, increasing resource allocation, and fostering community-school partnerships. This research contributes to the literature by providing a nuanced understanding of the institutional factors impacting bilingual education in a Ghanaian context, with implications for educational policy and practice.
The Impact of Standardized Teaching Methodologies on Student Learning and Teacher Autonomy in Ghanaian Schools Fenuku, Samson Dodzi; Akpaku, Ernest
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 3 No. 2 (2024): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v3i2.774

Abstract

This study examines the impact of standardized teaching methodologies on student learning and teacher autonomy within the Ghanaian educational context. A mixed-methods approach was employed, integrating quantitative analysis of student performance data from standardized tests with qualitative insights gleaned from semi-structured interviews and classroom observations of teachers and administrators, alongside a broader survey of teacher perceptions. Quantitative findings indicated that standardized teaching methodologies were associated with improved student performance on standardized assessments. However, qualitative data revealed a complex landscape where teacher autonomy and the ability to provide culturally relevant instruction were seen as potentially compromised by the structure of standardized curricula. The study's qualitative themes highlighted the dual-edged nature of standardization, with teachers expressing a need for both the guidance and constraints that standards provide. Professional development emerged as a critical factor, with teachers seeking ongoing support to effectively implement standardized teaching methodologies. The research underscores the importance of balancing the clarity and structure of standardized teaching with the flexibility necessary for teachers to meet the diverse needs of their students. It also emphasizes the need for culturally responsive teaching practices and the provision of continuous professional development opportunities for teachers. It suggests that while standardized teaching can enhance student performance, it must be implemented in a manner that supports teacher autonomy, adaptability, and professional growth to achieve the best outcomes for all students.
Co-Authors Akpaku, Ernest Bunbun, David Uwumborlame Ghartey, Kwaku Bondzie Ghartey, William Kumi, Nelson Adjei