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Wilson, K. B., & Acheampong, B.
Codification, Standardisation and Communication: Linguistic and Literary perspectives on English and Indigenous Languages use in Anglophone West Africa. University of Education, Winneba 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.
Faculty of Ghanaian Languages EducationJul 15, 2015
Wilson, K. B., & Acheampong, B. (2014). Implications of computer technology in Language teaching: Accessing CALL in teacher training. Journal of US-China Education Review A, 4,
Abstract
Computer-assisted language learning (CALL) offers language teacher trainees a variety of activities that, when carefully planned as part of the teacher development programme (TDP), will help the learner acquire skills in using technology in learning a language. This research, which is situated in the constructivist theory of learning, seeks to examine how language teacher trainees at teacher education institutions explore the mandatory information and communication technology (ICT) course they study to support the teaching of languages on graduation during their professional training. The study further examines the innovative practices of teacher trainees’ use of technology to support their teaching practices. This study, which was limited to four teacher education institutions in Ghana, used focus-group discussions and closed-ended self-answering questionnaires to collect data from the teacher trainees. Using stratified sampling technique to select respondents, a total of 240 questionnaires were distributed to teacher trainees, of which 220 were returned. The collected data from the questionnaires were analysed using frequencies and simple means. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study reveal that: 1. The teacher trainees have low technology literacy skills; 2. The teacher trainees are not exploring technology tools available to them to support their personal training; 3. Some of the teacher trainees just want to pass the mandatory ICT course; and 4. The teacher trainees have the perception that if one knows how to use a computer, then, that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, the paper outlines implications for teacher educators.
Computer-assisted language learning (CALL) offers language teacher trainees a variety of activities that, when carefully planned as part of the teacher development programme (TDP), will help the learner acquire skills in using technology in learning a language. This research, which is situated in the constructivist theory of learning, seeks to examine how language teacher trainees at teacher education institutions explore the mandatory information and communication technology (ICT) course they study to support the teaching of languages on graduation during their professional training. The study further examines the innovative practices of teacher trainees’ use of technology to support their teaching practices. This study, which was limited to four teacher education institutions in Ghana, used focus-group discussions and closed-ended self-answering questionnaires to collect data from the teacher trainees. Using stratified sampling technique to select respondents, a total of 240 questionnaires were distributed to teacher trainees, of which 220 were returned. The collected data from the questionnaires were analysed using frequencies and simple means. Issues from the study questioned how we use technology in teaching languages. Experiences from the respondents were varied and numerous. The findings from the study reveal that: 1. The teacher trainees have low technology literacy skills; 2. The teacher trainees are not exploring technology tools available to them to support their personal training; 3. Some of the teacher trainees just want to pass the mandatory ICT course; and 4. The teacher trainees have the perception that if one knows how to use a computer, then, that is technology integration. The implications of the findings from this study indicate that technology training should be part of all courses and throughout the entire TDP programme. It is recommended that practicing teachers also be given frequent training in the use of technology to raise their technology literacy skills level. Finally, the paper outlines implications for teacher educators.
Faculty of Ghanaian Languages EducationJul 15, 2015
KYIILEYANG, M.
FACULTY OF ARTS POST GRADUATE SEMINARS, UNIVERSITY OF CAPE COAST. FACULTY OF ARTS CONFERENCE ROOM,UNIVERSITY OF CAPE COAST 13TH NOVEMBER 2013
Paper presented:
EXPOSITION OF POETIC ELEMENTS IN ‘LOGYIL’ PERFORMANCE BY ANSELM NIYAGAKUU KYↃH OF NANDOM-KUSELLE
Abstract
Dagara oral poetry also forms another significant part of African oral literature. Dagara oral tradition is quite broad in nature and is interesting as well. Dagara music in particular can be categorized in various ways. Dirges, xylophone music, drum music, satirical songs for entertainment and songs for religious rites such as the Bagre Festival among others form the extensive aspects of Dagara music. In this paper, an examination is made on logyil texts to expose the nature of this kind of music and the various poetic elements and images that emanate from it. Niyagakuu’s performance reveals images of metaphor, simile, hyperbole, euphemistic representation of Dagara traditional values in various ways. The texts chosen for the study were taken from a funeral performance done by Niyagakuu one of the renowned Dagara xylophonists from Nandom-Kuselle. The performance was made in May 2005 at Nandom-Segru during the funeral of an elderly woman of Segge’s Househlod. The exposition of various logyil texts reveals the significance of metaphor, simile, repetition, parallelism, ellipsis, assonance and other forms of symbolic representation in Dagara oral poetry. Keywords: Dagara, Oral Poetry, Xylophone, Logyil and Poetic Elements
Dagara oral poetry also forms another significant part of African oral literature. Dagara oral tradition is quite broad in nature and is interesting as well. Dagara music in particular can be categorized in various ways. Dirges, xylophone music, drum music, satirical songs for entertainment and songs for religious rites such as the Bagre Festival among others form the extensive aspects of Dagara music. In this paper, an examination is made on logyil texts to expose the nature of this kind of music and the various poetic elements and images that emanate from it. Niyagakuu’s performance reveals images of metaphor, simile, hyperbole, euphemistic representation of Dagara traditional values in various ways. The texts chosen for the study were taken from a funeral performance done by Niyagakuu one of the renowned Dagara xylophonists from Nandom-Kuselle. The performance was made in May 2005 at Nandom-Segru during the funeral of an elderly woman of Segge’s Househlod. The exposition of various logyil texts reveals the significance of metaphor, simile, repetition, parallelism, ellipsis, assonance and other forms of symbolic representation in Dagara oral poetry. Keywords: Dagara, Oral Poetry, Xylophone, Logyil and Poetic Elements
Faculty of Ghanaian Languages EducationJul 13, 2015
KYIILEYANG, M.
8th Linguistics Association of Ghana Annual Conference, LAG 2015 Conference. KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY (KNUST), KUMASI, GHANA 27TH JULY, 2015-29TH JULY, 2015
Paper presented:
DEPICTION OF MYSTERIOUS AND MYSTICAL CHARACTERS IN THE NARRATION OF DAGARA FOLKTALES
Abstract
African folktales do not only entertain people but also teach moral lessons. One of the peculiar characteristics of Dagara folktales is figurative representation through skillful character portrayal. Some of the characters are ordinary whilst others are weird in nature. Many African and Ghanaian folktales portray various mysterious and mystical characters. There is no gainsaying that many Dagara folktales abound in mysterious and mystical characters and they play very significant roles in folktales. This paper examines the way mysterious and mystical characters are portrayed in Dagara folktales and it reiterates the roles such characters play in embellishing these tales and the narrative skills of performers. The methodology is based on the researcher’s fieldwork conducted in January 2015 and February 2015 in Nandom of northwestern Ghana. Performance theory is the most relevant basis for this paper as this theory is indispensable for contemporary folklorists, especially those working with field-collected narratives. Some Dagara folktales which feature mysterious and mystical characters were selected for analysis. The study emphasised the roles such characters play in enhancing the interpretation of Dagara folktales. The study reveals that Dagara folktales with mysterious or mystical characters do not only entertain people but also captivate the attention of the audience and equally expose various skills performers employ in the narration of Dagara folktales. Thus, the beauty of Dagara folktales lies in the structure and the kind of language performance use in the narration of their tales. KEYWORDS: Folktale, Narration, Mysterious/Mystical, Character, Performance
African folktales do not only entertain people but also teach moral lessons. One of the peculiar characteristics of Dagara folktales is figurative representation through skillful character portrayal. Some of the characters are ordinary whilst others are weird in nature. Many African and Ghanaian folktales portray various mysterious and mystical characters. There is no gainsaying that many Dagara folktales abound in mysterious and mystical characters and they play very significant roles in folktales. This paper examines the way mysterious and mystical characters are portrayed in Dagara folktales and it reiterates the roles such characters play in embellishing these tales and the narrative skills of performers. The methodology is based on the researcher’s fieldwork conducted in January 2015 and February 2015 in Nandom of northwestern Ghana. Performance theory is the most relevant basis for this paper as this theory is indispensable for contemporary folklorists, especially those working with field-collected narratives. Some Dagara folktales which feature mysterious and mystical characters were selected for analysis. The study emphasised the roles such characters play in enhancing the interpretation of Dagara folktales. The study reveals that Dagara folktales with mysterious or mystical characters do not only entertain people but also captivate the attention of the audience and equally expose various skills performers employ in the narration of Dagara folktales. Thus, the beauty of Dagara folktales lies in the structure and the kind of language performance use in the narration of their tales. KEYWORDS: Folktale, Narration, Mysterious/Mystical, Character, Performance
Faculty of Ghanaian Languages EducationJul 13, 2015
KYIILEYANG, M. & DEBRAH, M.
FIRST INTERNATIONAL CONFERENCE ON LANGUAGE LITERATURE AND COMMUNICATION IN UEW. Aryeetey Auditorium and Media and Communication’s Conference Room, UEW, Winneba, Ghana. 3rd -5th FEB. 2015
Paper presented:
LITERARY AESTHETICS IN THE NARRATION OF DAGARA FOLKTALES
Abstract
Dagara folktales, like other African folktales, are embedded with various literary aesthetic features related to structure, language and performance. This paper examines major literary aesthetics found in Dagara folktales. The methodology used is based on the collection, analysis and interpretation of selected Dagara folktales. The focus of the paper is on the structure and the language of Dagara folktales. The argument of this paper is grounded on the Structuralist Theory as seen in Gerard Genette’s Narrative Discourse which offers the basic constituents and techniques of narrative. Genette proposes various categories of narrative which cover Time, Mood and Voice. Genette’s narrative structure suggests that the various categories and subcategories emphasise that the narrative is a complex structure in which the narratee is largely present in the various strata of the structure. Genette is concerned with the macro-text of the recit, that is, the ordering of events in the narrative. The study revealed that there are similarities and differences in the structure and the language of Dagara folktales in relation to other African folktales.
Dagara folktales, like other African folktales, are embedded with various literary aesthetic features related to structure, language and performance. This paper examines major literary aesthetics found in Dagara folktales. The methodology used is based on the collection, analysis and interpretation of selected Dagara folktales. The focus of the paper is on the structure and the language of Dagara folktales. The argument of this paper is grounded on the Structuralist Theory as seen in Gerard Genette’s Narrative Discourse which offers the basic constituents and techniques of narrative. Genette proposes various categories of narrative which cover Time, Mood and Voice. Genette’s narrative structure suggests that the various categories and subcategories emphasise that the narrative is a complex structure in which the narratee is largely present in the various strata of the structure. Genette is concerned with the macro-text of the recit, that is, the ordering of events in the narrative. The study revealed that there are similarities and differences in the structure and the language of Dagara folktales in relation to other African folktales.
Faculty of Ghanaian Languages EducationJul 12, 2015
Owu-Ewie, C (2014). Obstacles to thinking in the Ghanaian classroom: The case of pre-service teacher training in Ghana.. Ghana Journal of Education and Teaching (GHAJET), 13,
Abstract
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
The aim of any progressive education is to develop the critical and creative thinking skills of learners. Good thinking is crucial to any technological and multicultural world. For learners to achieve personal advancement, schools must prepare them to exercise critical judgment and creative thinking to gather, evaluate, and use information for effective problem solving. However, in most parts of the world and in Ghana in particular teachers are inadequately prepared to undertake a task of this enormity. Developing better thinking skills in learners is affected by a host of factors which differ from environment to environment. This qualitative case study used interviews and observation to investigate the factors that inhibit thinking in pre-service teacher training institutions in Ghana and what can be done to improve the situation. The study used inductive analysis and creative synthesis approach and narrative logic approach as the data analysis and data presentation respectively. The study found that the culture of the society and the educational system, perception of teaching, teacher educational policies, teaching strategies and classroom environment impede the development of thinking in pre-service institutions in Ghana. These factors are cyclical; one begets the other. The study also identified that enhancing the thinking skills of pre-service teachers must be a collective endeavor among teachers, learners, teacher education administrators, and the institution in question.
Faculty of Ghanaian Languages EducationJul 04, 2015
• Owu-Ewie, C. & Eshun, E. S (2015). The Use of English as Medium of Instruction at the Upper Basic Level (Primary four to Junior High School) in Ghana: From Theory to Practice.. Journal of Education and Practice, 6,
Abstract
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
The language of education is crucial to learners’ academic success. As a result, nations whose native languages are not the languages of education have promulgated language policies to solve communication problems in their school systems. Most multilingual nations have adopted bilingual education systems that recognize the child’s native language and a second language, which in most cases is the official language of the nation. Ghana,because of its multilingual nature, has promulgated a language policy which uses the child’s L1 as medium of instruction at the lower basic level (KG1 to Primary 3) and English (L2) used from Primary four onwards. However, this policy has not been rigorously observed and enforced by teachers and educational administrators respectively. This qualitative study, therefore sought to examine the factors that have militated against the use of English as medium of instruction in the upper section of the basic educational system in Ghana (Primary 4 to Junior High School) and examined ways to facilitate the use of English as medium of instruction in this sector of the educational system.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. & Edu-Buandoh, D. F. (2014). Living with negative attitudes towards the study of L1 in Ghanaian Senior High Schools (SHS).. Ghana Journal of Linguistics, 3,
Abstract
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
The study and use of indigenous African languages in education have received unfavourable attitude by many, including African scholars. This has resulted in fewer educated Africans studying their indigenous languages in school. Africans who study their languages in school beyond Junior High School are seen as “academically weak”. Sometimes, a student’s poor performance in English and other subjects is attributed to his/her constant use of the indigenous language. In 1994, the study of Ghanaian language as a core subject in the Senior High School (SHS) was abolished because it was erroneously conceived as a contributing factor to the abysmal performance of students in English, in particular, and other academic subjects, in general. Since then, the study of a Ghanaian language at the Senior High School has suffered a serious setback culminating in a considerable reduced enrolment of students who study Ghanaian languages. Students offered Ghanaian language as part of their SHS programs reluctantly accept them because of the negative attitudes towards the study of indigenous language. It is therefore important to investigate this phenomenon in the SHS. This qualitative study, used semi-structured interview and observation as data collection strategies to investigate the attitudes of Ghanaians towards the study of L1 in the SHS, how SHS students studying their L1 are coping with the negative attitude and examine ways that the negative attitude towards the study of L1 in SHS can be changed.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C (2014). Readability of comprehension passages in Junior High School (JHS) English textbooks in Ghana. Ghana Journal of Linguistics, 3,
Abstract
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.
Faculty of Ghanaian Languages EducationJul 04, 2015
Owu-Ewie, C. (2014). A morphosyntactic analysis of some Fante Habitation names (econym). The International Journal Of Humanities & Social Studies, 2,
Abstract
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
This paper is a toponomastic study of some Fante habitation names from a morphosyntactic perspective. Names are given in particular languages whose morphology, syntax and semantics inform their meaning to a great extent (Batoma, 2006). This implies that understanding place (habitation) names hinges on taking a critical look at the internal structure of the word(s) and the syntactic structure that constitute the name besides sociolinguistics, sociocultural and ethno-linguistics domains.The paper investigates the morphological and syntactic structure of about one hundred and fifty (150) Fante habitation(towns/villages) names. It discusses the typology of Fante habitation names under two broad areas; morphological analysis and syntactic analysis. The morphological analysis revealed that some Fante habitation names can be single stems, compounds, inflections (affixation), and reduplication. The study also found that Fante habitation names at sentential level can function as statements, interrogatives or imperatives, while they can be structurally simple, compound, or complex sentence. The habitation names for this study were collected from both primary and secondary sources. The researcher also supported this approach with semi-structured interviews to ascertain the complete structure of the names since some might have been written wrongly or might have undergone some phonological processes
Faculty of Ghanaian Languages EducationJul 04, 2015
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