Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal CaLLs : Journal of Culture, Arts, Literature, and Linguistics Journal of Linguistics, Literature and Language Teaching
Lawer, Richard Ayertey
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Navigating Multilingual Classrooms: Teachers’ Perspectives and Practices of Translanguaging in Ghanaian Junior High School. Lawer, Richard Ayertey
CaLLs (Journal of Culture, Arts, Literature, and Linguistics) Vol 11, No 1 (2025): CaLLs, June 2025
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/calls.v11i1.18645

Abstract

This study investigated teachers’ practice and perceptions of translanguaging in junior high school classrooms in Ghana, focusing on how teachers negotiate language use. In this study, the awareness, understanding, and application of translanguaging by teachers were explored through qualitative interviews. The results show that although most participants were unfamiliar with the term ‘‘translanguaging,’’ the practice is a common strategy to enhance students’ comprehension and participation in classrooms. Teachers use translanguaging as a pedagogical approach to fill in linguistic gaps and to support plurilingual students. In contrast to the language policy that makes English the sole medium of instruction at the junior high school level, Ghanaian teachers in some public junior high schools continue practicing translanguaging, mostly through tacit approval of their circuit supervisors and school heads. The findings underline the need for rethinking language policies to reflect the realities of bilingual classrooms and recommend that intentionally incorporating translanguaging into formal educational frameworks at the junior high level could foster more inclusive and effective teaching and learning in the classrooms. This research contributes to extant literature advocating for the recognition and legitimisation of translanguaging in multilingual educational contexts, emphasising its role in improving teaching and learning outcomes in Ghanaian classrooms.
Language Practices in Multilingual Ghanaian Nuclear Families: Exploring Mother-Child Interaction and L1 Transmission Lawer, Richard Ayertey
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): 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.v4i2.850

Abstract

Ghana is a country with about 79 indigenous languages. Some of these languages have become endangered through the phenomenon of language shift. This study explored the multilingual situation of homes of Ghanaian nuclear families, seeking to understand how the language practices of nuclear families impact language endangerment in the country. The study employed a qualitative approach to analyze two nuclear families as a sociolinguistic domain where members of the families make choices regarding language use and practices. Data for the study were obtained via participant observation of two nuclear families and interviews with the spouses of both families. The findings showed that in multilingual families, the language the children acquire as their L1 is often the language of mother-child interaction. The study showed further that fathers' L1 becomes endangered when that is not the language of interaction between mother and children. The findings revealed that even though parents wish to preserve their L1 and culture by passing on their L1 to their children, this goal becomes threatened when their L1 is not the language of mother-child interaction in the home. The findings reinforce the idea that language maintenance is not just an individual choice but broader sociolinguistic and cultural forces shape it. The endangered status of the parents' L1 in nuclear families demonstrates how family language policies, gendered linguistic roles, and societal pressure interact in influencing language endangerment. The study recommended that parents need to put in the effort to ensure that their L1 is used at home to help their children develop competence in it.
Co-Authors