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All Journal Elsya : Journal of English Language Studies English Language Education Reviews
Agbevivi, Shine Lillian Gifty
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Education Languange, Linguistic, Communication & Media

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Innovative Strategies for Addressing Diverse Learning Needs in Ghanaian English Language Classrooms Agbevivi, Shine Lillian Gifty
ELE Reviews: English Language Education Reviews Vol. 4 No. 2 (2024): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v4i2.9848

Abstract

The complexity of contemporary classrooms in Ghana necessitates innovative strategies to address diverse learning needs effectively. Hence, addressing the latter in English language classrooms (ELCs) is critical. This study explored the understanding of English language teachers regarding differentiated instruction and how they addressed the varied needs and abilities of learners in primary schools in Ho Municipality. The study is grounded in the Differentiated Instruction (DI) Theory and utilized a sample of 12 teachers from four primary schools selected through convenience sampling. Data collection involved semi-structured interviews and classroom observations, which were meticulously coded and analyzed thematically to uncover patterns and themes. The study revealed that teachers view differentiated instruction as essential for accommodating diverse learning styles/approaches/dispositions, adapting teaching techniques to individual needs, and promoting inclusive practices. Again, it revealed that primary school English language teachers employed flexible grouping, diverse assessments, action-oriented teaching, technology integration, individualized explanations, and student-centered and peer learning activities. However, the consistent use of tiered assignments to address varying academic levels was notably absent, indicating a gap in the full implementation of DI. The study concludes that employing various innovative teaching strategies in ELCs is crucial for enhancing primary school educational quality and student achievement.
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 Bukari, Francis Klu, Ernest Kwesi