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All Journal REiLA: Journal of Research and Innovation in Language Elsya : Journal of English Language Studies
Bukari, Francis
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Education Languange, Linguistic, Communication & Media Social Sciences

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A Critical Discourse Analysis of a Female Vice-Presidential Candidate’s Acceptance Speech Asafo-Adjei, Ramos; Bukari, Francis; Klu, Ernest Kwasi
REiLA : Journal of Research and Innovation in Language Vol. 5 No. 1 (2023): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v5i1.12331

Abstract

This instrumental qualitative case study examined the acceptance speech of Professor Naana Jane Opoku-Agyemang, the first female vice presidential candidate of a major political party in Ghana. The study aimed to identify the discourse elements and cohesive devices used in the speech and to evaluate how she conveyed her political ideology and gender identity. Specifically, the research question was: which discourse elements and cohesive devices were employed, and how were political ideology and gender identity manifested in the speech? The data consisted of an eight-page speech delivered on July 28, 2020, in Accra, containing 3,972 words. Fairclough's (2015) Three-Dimensional textual analysis model was used for data analysis, which includes description, presentation and interpretation, and explanation of social reasons. Results showed that Professor Opoku-Agyemang used discourse elements and cohesive devices such as 'however,' 'also,' and 'second' to highlight her academic and political expertise and present herself as a qualified vice presidential candidate. She aimed to inspire women and encourage them to aspire to any position, including becoming the president of Ghana. The study's findings contribute to existing literature and can inform future research on female political representation, exposing the approaches of a marginalized group and their use of speeches to gain recognition within Ghana’s political space and beyond.
Intercultural Awareness in English Education: Bridging Cultures for Effective Teaching and Learning in Ghana Agbevivi, Shine Lillian Gifty; Bukari, Francis; Klu, Ernest Kwesi
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.24311

Abstract

Teachers understanding of culture diversity in the classroom is key to promoting learning. Therefore, there is the need for teachers to develop and implement effective pedagogical practices that foster intercultural competence in the Classroom. However, available literature suggests that while abundant anecdotal and perceptual evidence exists about the importance of understanding diversity in English as a second language classroom, information on teachers’ intercultural competence and prevalence of culturally responsive teaching practices among English language teachers is inadequate. This study therefore examined the intercultural competence teaching practices in English language classrooms in Ghanaian classrooms. Adopting the Socio-cultural Theory within a quantitative approach with a descriptive survey design, a sample of 154 English language teachers were randomly sampled from basic schools in Awutu-Senya-East municipality of Ghana. The results reveal that English language teachers in the municipality recognize the significance of intercultural competence and demonstrate capabilities to integrate culturally responsive teaching strategies within their classrooms. Furthermore, the findings indicate variations in confidence levels and practical implementation, particularly in adapting teaching methods to diverse cultural learning styles and accessing support and resources necessary for these adaptations. The findings imply that occasional but frequent professional development seminars and training sessions centred on intercultural competency teaching methods for English language teachers be carried out. Additionally, School Improvement and Support Officers (SISOs) should be trained to equip them with the knowledge to ensure constant prompting of teachers.
Co-Authors Agbevivi, Shine Lillian Gifty Asafo-Adjei, Ramos Klu, Ernest Kwasi Klu, Ernest Kwesi