Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Education and Learning (EduLearn) LET: Linguistics, Literature and English Teaching Journal
Anku, Joyce
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Language Teacher Identity in a Non-Native Context: The case of Teachers of English Language in Ghana Anku, Joyce
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 1 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i1.12374

Abstract

The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The data was analysed qualitatively by coding, identifying, categorising and interpreting the emerging themes. It was found that the ESL teachers’ identity is defined by three elements: personal attributes, professional attributes, and contextual factors. On the personal level, the identity of the ESL teachers is characterised by passion, diligence, self-efficacy, and sense of inadequacy. Professionally, subject-matter knowledge, pedagogical knowledge and technological knowledge were found. Lastly, key contextual identity defining factors are curriculum and educational policies, classroom conditions and intrinsic motivation from learners’ success stories. The study recommends further investigation into other factors such as gender on non-native ESL teachers identity formation. Key words: Identity, teacher identity, language teacher identity, identity and teachers of English
Exploring the representation of social justice in the Ghanaian curriculum Owusu-Ansah, Nana Akosua; Anku, Joyce; Annan-Brew, Ruth Keziah; Boahene, Akwasi Addae
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.23732

Abstract

This study presents a content analysis of Ghana’s English and mathematics curricula. The aim was to determine if the content in both curricula creates awareness of social injustice issues. It was a qualitative study, and data was collected from the official curricula. The study found that the content in the curricula makes a good attempt to represent gender equally in the roles assigned to both genders. However, the content does not create awareness of the availability, accessibility, and distribution of resources. The concepts and examples of socioeconomic issues need to reflect the realities satisfactorily. It was recommended that a conscious effort be made to integrate issues of social injustice in the English and mathematics curricula in the next curricula for the pre-tertiary level.
Co-Authors Annan-Brew, Ruth Keziah Boahene, Akwasi Addae Owusu-Ansah, Nana Akosua