R&P Entries
Conferences/Workshop/Symposia/Seminar with Presentations
Nukpezah, P.
WASRC-PASMAE CONFERENCE & SPECIAL ANNUAL PATAG INSET & WORKSHOP. Accra, Ghana June 2014
Paper presented:
The Place of Theatre Arts Education in Ghana's Future
Abstract
Theatre as has been observed by many provides an arena for the rehearsal of life experiences. Through these rehearsals, it is believed people adopt new ways of life. Much of Ghana’s developmental challenges is said to be the result of the attitudes or behaviour of its people. It is also observed that attitudes/behaviour whether desirable or undesirable are learned, and could be changed through appropriate conditioning. Though a lot of progress has been made in understanding the causes of these attitudes /behaviour of the Ghanaian and the need to prevent them, various reports still show a number of challenges. The distinct effects of the numerous intervention strategies adopted to address these challenges of the Ghanaian have not yet been realized. This article recounts a participant’s observation of the use of theatre as an educational tool in understanding the underlying causes behind these challenges in four Winneba communities; namely Gomoa Kweikrom, Gomoa Pomadze, Essuekyire and Winneba prisons. The observations made show how Freire’s concept of education, which advocates for cooperation, unity, and cultural synthesis were employed in the theatrical activities, all in the hope of enhancing attitudinal/behavioural change of Ghana’s future. This paper however admits that although there are not many visible features to show, the processes have contributed to some notable achievements to the host communities in the Winneba Municipality and on the lives of the project facilitators.
Theatre as has been observed by many provides an arena for the rehearsal of life experiences. Through these rehearsals, it is believed people adopt new ways of life. Much of Ghana’s developmental challenges is said to be the result of the attitudes or behaviour of its people. It is also observed that attitudes/behaviour whether desirable or undesirable are learned, and could be changed through appropriate conditioning. Though a lot of progress has been made in understanding the causes of these attitudes /behaviour of the Ghanaian and the need to prevent them, various reports still show a number of challenges. The distinct effects of the numerous intervention strategies adopted to address these challenges of the Ghanaian have not yet been realized. This article recounts a participant’s observation of the use of theatre as an educational tool in understanding the underlying causes behind these challenges in four Winneba communities; namely Gomoa Kweikrom, Gomoa Pomadze, Essuekyire and Winneba prisons. The observations made show how Freire’s concept of education, which advocates for cooperation, unity, and cultural synthesis were employed in the theatrical activities, all in the hope of enhancing attitudinal/behavioural change of Ghana’s future. This paper however admits that although there are not many visible features to show, the processes have contributed to some notable achievements to the host communities in the Winneba Municipality and on the lives of the project facilitators.
School of Creative ArtsJul 02, 2015
Otoo, R.
1st International Conference on Language, Literature & Communication.. UEW, Winneba, Ghana February 3-4, 2015
Paper presented:
Relevance Study in Discourse: A Study with Reference to Ga Oyiwalaᴐŋŋ.
Abstract
This study examines the various forms attributed to thank you as a discourse marker in natural conversational context in the Ga land. The work seeks to identify the different forms of thank you as a discourse marker in conversation: describe the functions and frequency of thank you and its variants in conversations and explore the factors (social and situational) affecting the different uses of thank you. The data for the work will be collected from natural conversations at work places, market, social gathering like outdooring, engagements and at home from family members. The conversations will be recorded with audio recorder from various people within the Ga state. The conversational theory of relevance; introduced by Sperber and Wilson (1986, 1995: 228-9) will be adopted for this study. We are looking at the basis for thank you and its variants as polite strategy which should not be attributed to modernization.
This study examines the various forms attributed to thank you as a discourse marker in natural conversational context in the Ga land. The work seeks to identify the different forms of thank you as a discourse marker in conversation: describe the functions and frequency of thank you and its variants in conversations and explore the factors (social and situational) affecting the different uses of thank you. The data for the work will be collected from natural conversations at work places, market, social gathering like outdooring, engagements and at home from family members. The conversations will be recorded with audio recorder from various people within the Ga state. The conversational theory of relevance; introduced by Sperber and Wilson (1986, 1995: 228-9) will be adopted for this study. We are looking at the basis for thank you and its variants as polite strategy which should not be attributed to modernization.
Caesar, R. O.
1st International Conference on Language, Literature & Communication. UEW, Winneba, Ghana February 3-4, 2015
Paper presented:
Serial Verb Construction (SVCs) in Dangme
Abstract
Verb serialization in Dangme is an area which has not been studied. This paper seeks to examine the syntactic and the semantic properties of serial verb constructions in Dangme, a language that belongs to the Kwa group of family of languages. The paper describes the nature of serial verb constructions in Dangme in the Role and Reference Grammar framework (RRG) proposed by Foley and Van Valin (1984) and their associates. The properties of the expressions to be examined are in consonance with some of the characteristics proposed in the literature, i.e argument sharing, shared aspect, mood and negation, switch-function of serial verb constructions and multiple object SVCs. In addition, the paper examines different functional types of serial verb constructions such as causatives (instrumental serial verb constructions, benefactive serial verb constructions and cause and effect serial verb constructions), comparative SVC, directional SVC and question and focus SVC. Data for the study were drawn from both primary and secondary sources.
Verb serialization in Dangme is an area which has not been studied. This paper seeks to examine the syntactic and the semantic properties of serial verb constructions in Dangme, a language that belongs to the Kwa group of family of languages. The paper describes the nature of serial verb constructions in Dangme in the Role and Reference Grammar framework (RRG) proposed by Foley and Van Valin (1984) and their associates. The properties of the expressions to be examined are in consonance with some of the characteristics proposed in the literature, i.e argument sharing, shared aspect, mood and negation, switch-function of serial verb constructions and multiple object SVCs. In addition, the paper examines different functional types of serial verb constructions such as causatives (instrumental serial verb constructions, benefactive serial verb constructions and cause and effect serial verb constructions), comparative SVC, directional SVC and question and focus SVC. Data for the study were drawn from both primary and secondary sources.
Hanson, R. & Amedeker, K.
Faculty Seminar. Lectire Hall 2, Department of Science Education Block, South Campus, Winneba, Ghana 29th April, 2015
Paper presented:
Using micro chemistry activities to enhance students; ideas about acids
Abstract
Osei, L. A.
African Theatre Arts Association Conference (AfTA). Accra, Ghana July 9th-12th, 2014
Paper presented:
Dance in academia: Patience Kwakwa and Esi Sutherland in perspective
Abstract
The establishment of African dance studies in scholarship is firmly established ipso facto. Perhaps names that readily come to mind at the mention of dance in Ghanaian scholarship are J .H. Nketia, Mawere Opoku and Ofotsu Adinku. This may be as a result of research conducted on these scholars. Unfortunately, names like Patience Kwakwa and Esi Sutherland have become an oversight in dance scholarship. Patience Kwakwa, one of the first female dancers appointed during the establishment of Ghana Dance Ensemble (1962) and later rose to become a Senior Lecturer, Department of Dance Studies, University of Ghana; and Esi Sutherland who is serving on the Institute of African Studies Advisory Board of the same Ghana Dance Ensemble and a cultural activist have contributed extensively to dance in academia. By looking at the histories and trajectories of these scholars, the paper attempts to unravel the works of this two women to the development and innovation of dance in academia.
The establishment of African dance studies in scholarship is firmly established ipso facto. Perhaps names that readily come to mind at the mention of dance in Ghanaian scholarship are J .H. Nketia, Mawere Opoku and Ofotsu Adinku. This may be as a result of research conducted on these scholars. Unfortunately, names like Patience Kwakwa and Esi Sutherland have become an oversight in dance scholarship. Patience Kwakwa, one of the first female dancers appointed during the establishment of Ghana Dance Ensemble (1962) and later rose to become a Senior Lecturer, Department of Dance Studies, University of Ghana; and Esi Sutherland who is serving on the Institute of African Studies Advisory Board of the same Ghana Dance Ensemble and a cultural activist have contributed extensively to dance in academia. By looking at the histories and trajectories of these scholars, the paper attempts to unravel the works of this two women to the development and innovation of dance in academia.
Osei, L. A.
WASRC – PASMAE International Conference & Special PATAG Inset Workshop. Winneba, Ghana June 10th -14th, 2014
Paper presented:
Using the gota dance as a tool for communication
Abstract
In recent times, due to modernity, the youth of today have become unfamiliar with traditional dances from their various communities. Yet dance as a cultural activity defines who we are and most importantly where we may be heading. This dance workshop will present to its participants “Gota” a Ghanaian traditional dance. Though performed by a particular region of Ghana, it is a social dance and all can enjoy the various movements in it. This presentation seeks to educate its participants (teachers) on how to package our traditional dances for maximum participation and enjoyment. The presentation involves practical demonstrations and group participation.
In recent times, due to modernity, the youth of today have become unfamiliar with traditional dances from their various communities. Yet dance as a cultural activity defines who we are and most importantly where we may be heading. This dance workshop will present to its participants “Gota” a Ghanaian traditional dance. Though performed by a particular region of Ghana, it is a social dance and all can enjoy the various movements in it. This presentation seeks to educate its participants (teachers) on how to package our traditional dances for maximum participation and enjoyment. The presentation involves practical demonstrations and group participation.
Owusu, S.
2015 West African Linguistics Congress (WALC 2015). d’Abomey-Calavi, République du BENIN 11th August to 16th August, 2015
Paper presented:
Communicative Language Testing: Does BECE English language Test Measure Students’ Communicative Competence?
Abstract
The English language syllabus for the Basic Education Certificate Examination (BECE) issued by the Curriculum Research and Development Division (CRDD) of the Ministry of Education is designed to assist students to develop the language skills of listening, speaking, reading, and writing. The English language syllabus requires that 10% of teaching, learning, and testing should be devoted to listening skills, and 30% should be given to each of the other three language skills (reading, speaking, and writing skills). Teachers of English and test developers are therefore expected to adopt communicative language teaching and communicative language testing respectively in teaching and testing of English Language in Ghana. A communicative language test is intended to measure how learners are able to use language in real life situations. Communicative language testing does not just test knowledge of vocabulary and grammar. The purpose of this paper is to answer the question, how communicative is the BECE English language Test in assessing students' competence (knowledge of the language) and performance (actual use of the language in concrete situations)? The results show that BECE English language Test (designed and administered by the West African Examinations Council) is only able to test students’ grammatical competence but not communicative competence.
The English language syllabus for the Basic Education Certificate Examination (BECE) issued by the Curriculum Research and Development Division (CRDD) of the Ministry of Education is designed to assist students to develop the language skills of listening, speaking, reading, and writing. The English language syllabus requires that 10% of teaching, learning, and testing should be devoted to listening skills, and 30% should be given to each of the other three language skills (reading, speaking, and writing skills). Teachers of English and test developers are therefore expected to adopt communicative language teaching and communicative language testing respectively in teaching and testing of English Language in Ghana. A communicative language test is intended to measure how learners are able to use language in real life situations. Communicative language testing does not just test knowledge of vocabulary and grammar. The purpose of this paper is to answer the question, how communicative is the BECE English language Test in assessing students' competence (knowledge of the language) and performance (actual use of the language in concrete situations)? The results show that BECE English language Test (designed and administered by the West African Examinations Council) is only able to test students’ grammatical competence but not communicative competence.
Owusu, S.
8th Linguistics Association of Ghana Annual Conference (LAG 2015). Kumasi, Ghana Monday, July 27 to Wednesday, July 29, 2015
Paper presented:
Washback Effect of BECE and WASSCE English Language Test on Teaching and Learning of English Language in Ghana
Abstract
The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. The purpose of this paper is to answer the question, what kind of attention is given to those equally important language areas that are not covered in BECE and WASSCE? 300 students and 12 English language teachers from 3 junior high schools and 3 senior high schools were selected for the study. Qualitative and quantitative analysis of data revealed that teachers of English and their learners focused their attention on language areas and skills that are covered in the BECE and WASSCE.
The Basic Education Certificate Examination (BECE) and the West African Senior School Certificate Examination (WASSCE) English language tests administered by the West African Examinations Council (WAEC) are high-stakes tests which have very important consequences for the junior and senior high school leavers. The English language syllabus for both junior high school and senior high school levels has listening, reading, writing, and speaking components. Unfortunately, the BECE and WASSCE English language tests do not assess students on all the language skills. Although the WASSCE English language test has oral English component (which was introduced in 1999), it assesses candidates on listening comprehension only. Since teachers and students are likely to concentrate on what is going to be assessed, there may be negative washback effect on teaching and learning of English language in junior and senior high schools in Ghana. The purpose of this paper is to answer the question, what kind of attention is given to those equally important language areas that are not covered in BECE and WASSCE? 300 students and 12 English language teachers from 3 junior high schools and 3 senior high schools were selected for the study. Qualitative and quantitative analysis of data revealed that teachers of English and their learners focused their attention on language areas and skills that are covered in the BECE and WASSCE.
Wilson, K. B., & Agyenim Boateng, K.
International Research Initiatives Conference (IRIC). Government Secretariat, Accra, Ghana 7th – 8th October 2014
Paper presented:
Utilisation of Knowledge in Emerging Technologies in Teacher Education: Insights from Students in Higher Institutions
Abstract
This study presents empirical report about how students utilise the knowledge in emerging technologies to support their personal learning. The study describes the abilities and experiences of students and wide range of technologies they use to support their personal learning. The study used a closed-ended self-answering questionnaires and focus-group-discussions (FGD) to collect empirical data from students. Stratified sampling technique was used to select respondents. The data from the questionnaire were analysed using simple means, frequencies, standard deviation, Kendall’s and cross-tabulation using SPSS software to identify and compare students’ ICT use and ability. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are: 1. A number of students have access to various kinds of technology tools (hardware & software applications) and devices; 2. Students use wide range of ICT technologies innovatively in both academic and non-academic settings; 3. Male students’ were more adventurous in the use of technology than their female colleagues; 4. Students complained that their older trainers have an aversion for technology as compared to the young trainers. The results furthermore, suggested that students used technologies within the objectivist model of teaching and learning. The study recommends that efforts should be made to provide frequent in-service technology training for teacher educators. There is the need to bridge the technology gap between the old and the young as well as male and female students in use. Students’ should be encouraged to do project based assignments that require the use of technology to enable, especially female students develop their creative skills.
This study presents empirical report about how students utilise the knowledge in emerging technologies to support their personal learning. The study describes the abilities and experiences of students and wide range of technologies they use to support their personal learning. The study used a closed-ended self-answering questionnaires and focus-group-discussions (FGD) to collect empirical data from students. Stratified sampling technique was used to select respondents. The data from the questionnaire were analysed using simple means, frequencies, standard deviation, Kendall’s and cross-tabulation using SPSS software to identify and compare students’ ICT use and ability. Findings from the study showed a significant difference of computer usage in level of proficiency by gender. The main findings are: 1. A number of students have access to various kinds of technology tools (hardware & software applications) and devices; 2. Students use wide range of ICT technologies innovatively in both academic and non-academic settings; 3. Male students’ were more adventurous in the use of technology than their female colleagues; 4. Students complained that their older trainers have an aversion for technology as compared to the young trainers. The results furthermore, suggested that students used technologies within the objectivist model of teaching and learning. The study recommends that efforts should be made to provide frequent in-service technology training for teacher educators. There is the need to bridge the technology gap between the old and the young as well as male and female students in use. Students’ should be encouraged to do project based assignments that require the use of technology to enable, especially female students develop their creative skills.
Wilson, K. B., & Acheampong, B.
1ST International Conference on Language, Literature, and Communication (LALICOM): Codification, Standardisation and Communication: Linguistic and Literary perspectives on English and Indigenous Languages use in Anglophone West Afri. Winneba, Ghana 3rd-5th February, 2015
Paper presented:
Language Students' Attitude toward the Use of Computer Technology: Implications for Communication and the Practice of Teaching
Abstract
The study investigated language students' attitude with a focus on how they use computer technology for communication in the education environment. The study used self-answering questionnaires with closed-ended items to collect empirical data from a group of language students. A total of 200 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means and frequencies. The main findings are: 1. Most students have some access to the technology. 2. Most students enter the university with their technology skills or acquire them through the first semester compulsory ICT course, and not their main programme of study. Implications and suggestions for student training were provided. The authors recommended the following: Increased access time to promote improved utilisation of resources; deliberate effort to include technology training skills and assessment of that in courses studied by pre-service English language teachers. From the findings, English language-teacher education programmes need to provide students with further training programs in their specific area aside the mandatory general ICT course to help enhance their skills in the use of computers as an instructional tool for language-teaching and learning.
The study investigated language students' attitude with a focus on how they use computer technology for communication in the education environment. The study used self-answering questionnaires with closed-ended items to collect empirical data from a group of language students. A total of 200 questionnaires were distributed using a stratified sampling to select respondents. The data collected were analysed using simple means and frequencies. The main findings are: 1. Most students have some access to the technology. 2. Most students enter the university with their technology skills or acquire them through the first semester compulsory ICT course, and not their main programme of study. Implications and suggestions for student training were provided. The authors recommended the following: Increased access time to promote improved utilisation of resources; deliberate effort to include technology training skills and assessment of that in courses studied by pre-service English language teachers. From the findings, English language-teacher education programmes need to provide students with further training programs in their specific area aside the mandatory general ICT course to help enhance their skills in the use of computers as an instructional tool for language-teaching and learning.
