加纳初中的语言现实与认知:以奥瓦西市为例

Gabriel Kwame Ankrah, P. B. Ansah, Elizabeth Konadu Mills Abbey
{"title":"加纳初中的语言现实与认知:以奥瓦西市为例","authors":"Gabriel Kwame Ankrah, P. B. Ansah, Elizabeth Konadu Mills Abbey","doi":"10.46827/ejals.v5i2.391","DOIUrl":null,"url":null,"abstract":"English and Ghanaian indigenous languages are employed at different levels of education as mediums of instruction and are taught as subjects in Ghanaian schools. This study explored this linguistic situation using data from interviews and recordings of classroom interactions in a Junior High School located in the predominantly Twi-speaking community of Obuasi in the Ashanti Region of Ghana. To achieve this objective, three research questions and a research hypothesis were formulated to guide this study. In all, four language teachers and twenty students were randomly selected purposively for the study. The outcomes of the study showed that students’ lack of competence in English and the linguistic gaps in Twi is the pragmatic factors that influence language choices in this classroom and that code-switching is the main medium adapted to cater to these linguistic challenges. Furthermore, all participants had positive attitudes towards English aa s medium of instruction and as a subject of study because of its utilitarian function, and code-switching as a medium of instruction because it aids in lesson comprehension but they have negative and uncertain attitudes towards Twi as a medium of instruction and as a subject of study respectively because it has a low aspirational function. The study concluded with recommendations that there should be a distinction between the medium of instruction and medium of class interactions or put a premium on students’ needs as the basis for language-in-education policies; that Ghanaian indigenous languages be made compulsory subjects of study from primary school to the Senior High School level and that competence in at least a Ghanaian indigenous language be made a condition for employment in Ghana to give a strong aspirational function to Ghanaian languages as well as trigger positive attitudes towards these languages.   Article visualizations:","PeriodicalId":321145,"journal":{"name":"European Journal of Applied Linguistics Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"LINGUISTIC REALITIES AND PERCEPTIONS IN JUNIOR HIGH SCHOOLS IN GHANA: THE CASE OF THE OBUASI MUNICIPALITY\",\"authors\":\"Gabriel Kwame Ankrah, P. B. Ansah, Elizabeth Konadu Mills Abbey\",\"doi\":\"10.46827/ejals.v5i2.391\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"English and Ghanaian indigenous languages are employed at different levels of education as mediums of instruction and are taught as subjects in Ghanaian schools. This study explored this linguistic situation using data from interviews and recordings of classroom interactions in a Junior High School located in the predominantly Twi-speaking community of Obuasi in the Ashanti Region of Ghana. To achieve this objective, three research questions and a research hypothesis were formulated to guide this study. In all, four language teachers and twenty students were randomly selected purposively for the study. The outcomes of the study showed that students’ lack of competence in English and the linguistic gaps in Twi is the pragmatic factors that influence language choices in this classroom and that code-switching is the main medium adapted to cater to these linguistic challenges. Furthermore, all participants had positive attitudes towards English aa s medium of instruction and as a subject of study because of its utilitarian function, and code-switching as a medium of instruction because it aids in lesson comprehension but they have negative and uncertain attitudes towards Twi as a medium of instruction and as a subject of study respectively because it has a low aspirational function. The study concluded with recommendations that there should be a distinction between the medium of instruction and medium of class interactions or put a premium on students’ needs as the basis for language-in-education policies; that Ghanaian indigenous languages be made compulsory subjects of study from primary school to the Senior High School level and that competence in at least a Ghanaian indigenous language be made a condition for employment in Ghana to give a strong aspirational function to Ghanaian languages as well as trigger positive attitudes towards these languages.   Article visualizations:\",\"PeriodicalId\":321145,\"journal\":{\"name\":\"European Journal of Applied Linguistics Studies\",\"volume\":\"19 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-12-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Applied Linguistics Studies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.46827/ejals.v5i2.391\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Applied Linguistics Studies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46827/ejals.v5i2.391","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

英语和加纳土著语言在不同级别的教育中被用作教学媒介,并作为加纳学校的科目进行教学。本研究利用加纳阿尚蒂地区奥瓦西语社区的一所初中的访谈数据和课堂互动记录,探讨了这种语言状况。为了实现这一目标,我们制定了三个研究问题和一个研究假设来指导本研究。总共有4名语言教师和20名学生被随机选择进行研究。研究结果表明,学生的英语能力不足和Twi语言差距是影响课堂语言选择的语用因素,语码转换是适应这些语言挑战的主要媒介。此外,所有参与者都对英语作为教学媒介和作为学习对象持积极态度,因为它具有实用功能;语码转换作为教学媒介,因为它有助于理解课程;但他们对英语作为教学媒介和作为学习对象持消极和不确定的态度,因为它具有较低的愿望功能。研究的结论建议,应区分教学媒介和课堂互动媒介,或重视学生的需要,作为语言教育政策的基础;将加纳土著语言定为从小学到高中阶段的必修科目,并将至少一门加纳土著语言的能力作为在加纳就业的条件,以使加纳语言发挥强大的理想作用,并引发对这些语言的积极态度。可视化条
本文章由计算机程序翻译,如有差异,请以英文原文为准。
LINGUISTIC REALITIES AND PERCEPTIONS IN JUNIOR HIGH SCHOOLS IN GHANA: THE CASE OF THE OBUASI MUNICIPALITY
English and Ghanaian indigenous languages are employed at different levels of education as mediums of instruction and are taught as subjects in Ghanaian schools. This study explored this linguistic situation using data from interviews and recordings of classroom interactions in a Junior High School located in the predominantly Twi-speaking community of Obuasi in the Ashanti Region of Ghana. To achieve this objective, three research questions and a research hypothesis were formulated to guide this study. In all, four language teachers and twenty students were randomly selected purposively for the study. The outcomes of the study showed that students’ lack of competence in English and the linguistic gaps in Twi is the pragmatic factors that influence language choices in this classroom and that code-switching is the main medium adapted to cater to these linguistic challenges. Furthermore, all participants had positive attitudes towards English aa s medium of instruction and as a subject of study because of its utilitarian function, and code-switching as a medium of instruction because it aids in lesson comprehension but they have negative and uncertain attitudes towards Twi as a medium of instruction and as a subject of study respectively because it has a low aspirational function. The study concluded with recommendations that there should be a distinction between the medium of instruction and medium of class interactions or put a premium on students’ needs as the basis for language-in-education policies; that Ghanaian indigenous languages be made compulsory subjects of study from primary school to the Senior High School level and that competence in at least a Ghanaian indigenous language be made a condition for employment in Ghana to give a strong aspirational function to Ghanaian languages as well as trigger positive attitudes towards these languages.   Article visualizations:
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信