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Ananga, E. D., Tamanja, E. M. J. and Amos, P., (2015). Effects of teachers’ participation in distance education on Basic Education: A case study of Central Region in Ghana. Report on a Commissioned project by Plan Ghana (Research monograph)., . ISBN:
Abstract
Executive Summary This report commissioned by Plan Ghana, investigates the effects of Basic School Teacher’s participation in Distance Education (DE) on teacher absenteeism, teaching time on task and instructional time lost in the Central region of Ghana. This paper premised on reports that about 15,000 Certificate ‘A’ teachers leave the classroom each year for further studies, creating vacancies in the classroom that are difficult to fill. It is further rooted in the claim that the introduction of DE programme by some public universities in Ghana has aggravated the situation which affects effective teaching and learning. Given that this mass departure of teachers from the classroom for upgrading is in response to the Ministry of Education’s directive that the minimum qualification for teaching in Ghanaian basic schools by the year 2005 should be at least Diploma instead of a Certificate, this study is interested in finding out the repercussions of this policy on teacher time on task in Ghana. The study is based on a review of the empirical research literature and a cross-sectional survey using both qualitative and quantitative approach to research conducted in Ghana in 2015. The literature review covers a number of evaluations on DE programme and Teacher Time on Task. These provide suggestive rather than empirical or firm evidence and fail to address issues which have contributed to the rapid increase in the number of teachers who wants to upgrade themselves with its consequent teaching time lost when such teachers leave the classroom for upgrading. This is due to the fact that such studies were conducted in developed countries and do not take into consideration challenges facing African public and private higher institutions in their quest to increase enrolment, which result to the turn away of several prospective students due to institutional capacity and limited available resources such as lecture halls. Thus such reports were based on recall data rather than separate baseline and surveys. There is evidence in some studies on the main rationale for DE which has been to expand access to education and training, since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments. With its rapid growing number in enrolment and centres across Ghana, DE courses offer flexibility in learning and help to provide opportunities that may otherwise have been denied in a regular face-to-face education system which is crucial to the Ghanaian situation. In respect to teacher professional development, Distance Education programmes offer opportunities for teachers to continue their development while remaining in the classroom even though it has its own demerits. Despite some literature which point signals to teacher absenteeism and classroom time on task, there is little empirical analysis of teacher time-on-task in Ghana. Similarly, there is little analysis in linking teacher time on task to service teacher participation in DE programmes in Ghana. This has spark off the need to explore the linkages and generate knowledge that can inform policy decisions on DE for teachers. The primary field work in Ghana focused on Central region. There were seven targeted populations for the study. It involved participants from institutional level - District Education Officers – Circuit supervisors, Ministry of Education/GES representatives and Officials of universities running the DE programme. Also, school level - pupils whose teachers are enrolled on the DE programme; and teachers who are enrolled on the programmes as well as Head teachers of the schools from which teachers on the DE programme are teaching. In total, 1,588 teachers enrolled on the DE programme participated in this study. The study revealed that instructional time of teachers on the Sandwich Teacher Education (STE) programme is greatly affected since they leave their duty posts and move to the universities – UCC and UEW during the Sandwich sessions. Even though majority of teachers who are on the Distance Teacher Education (DTE) programme reside close to their programme centres their teaching time on tasks is affected by their participation in the programme, especially during periods of examinations. It was noticed that teachers on the DTE programme attempted concealing the negative effects of DE on time on task fearing it could lead to policy change which may prevent them from upgrading themselves through DE. It is interesting to note that, majority of the teachers enrolled on the DE disagreed that by participating in the DTE and STE programmes; the effectiveness of their teaching is negatively affected. Nonetheless, the following are some of the key findings of the study; the number of instructional hours lost was more with teachers on the STE programme than their counterpart on the DTE programme. the STE calendar conflicts with the third and first terms of the basic school calendar. As a result, teachers on the STE leave 6-8 weeks prior to the end of the basic school term. participating in the DTE and STE learning activities do not only affect the academic engagement with learners, but it also has a lot of influence on the commitment and participation of teachers in family activities, their social activities, health as well as their extracurricular activities. teachers participation in the STE and DTE programmes had significant negative impact on effective teaching and learning, pupils academic progress, monitoring and assessment, effective classroom interactions or delivery, teachers prior preparation before, during and after lesson, teachers personal career and development as well as general school administration. The report concludes that the impact of teaching time lost as result of teachers’ participation in the DTE and STE programme remains a significant issue which needs to be addressed by policy makers and all stakeholders in education. Losing instructional time through DE has both short and long term impact on pupils’ academic performance, social and career growth and development. It argues for drastic measures to be implemented in the DE in the flowing ways; the institutions - universities offering the DE programme should make adjustments in the STE programme calendar to suit basic schools academic calendar. This would prevent teachers from leaving the classroom to upgrade at the expense of the pupils in the classroom. The content of the course modules and materials taught on the DE should be made relevant to the level teachers are teaching. MoE/GES should dialogue with the universities to find a more suitable solution to the perennial problem of teaching leaving the classroom daily.
Executive Summary This report commissioned by Plan Ghana, investigates the effects of Basic School Teacher’s participation in Distance Education (DE) on teacher absenteeism, teaching time on task and instructional time lost in the Central region of Ghana. This paper premised on reports that about 15,000 Certificate ‘A’ teachers leave the classroom each year for further studies, creating vacancies in the classroom that are difficult to fill. It is further rooted in the claim that the introduction of DE programme by some public universities in Ghana has aggravated the situation which affects effective teaching and learning. Given that this mass departure of teachers from the classroom for upgrading is in response to the Ministry of Education’s directive that the minimum qualification for teaching in Ghanaian basic schools by the year 2005 should be at least Diploma instead of a Certificate, this study is interested in finding out the repercussions of this policy on teacher time on task in Ghana. The study is based on a review of the empirical research literature and a cross-sectional survey using both qualitative and quantitative approach to research conducted in Ghana in 2015. The literature review covers a number of evaluations on DE programme and Teacher Time on Task. These provide suggestive rather than empirical or firm evidence and fail to address issues which have contributed to the rapid increase in the number of teachers who wants to upgrade themselves with its consequent teaching time lost when such teachers leave the classroom for upgrading. This is due to the fact that such studies were conducted in developed countries and do not take into consideration challenges facing African public and private higher institutions in their quest to increase enrolment, which result to the turn away of several prospective students due to institutional capacity and limited available resources such as lecture halls. Thus such reports were based on recall data rather than separate baseline and surveys. There is evidence in some studies on the main rationale for DE which has been to expand access to education and training, since its flexible scheduling structure lessens the effects of the many time-constraints imposed by personal responsibilities and commitments. With its rapid growing number in enrolment and centres across Ghana, DE courses offer flexibility in learning and help to provide opportunities that may otherwise have been denied in a regular face-to-face education system which is crucial to the Ghanaian situation. In respect to teacher professional development, Distance Education programmes offer opportunities for teachers to continue their development while remaining in the classroom even though it has its own demerits. Despite some literature which point signals to teacher absenteeism and classroom time on task, there is little empirical analysis of teacher time-on-task in Ghana. Similarly, there is little analysis in linking teacher time on task to service teacher participation in DE programmes in Ghana. This has spark off the need to explore the linkages and generate knowledge that can inform policy decisions on DE for teachers. The primary field work in Ghana focused on Central region. There were seven targeted populations for the study. It involved participants from institutional level - District Education Officers – Circuit supervisors, Ministry of Education/GES representatives and Officials of universities running the DE programme. Also, school level - pupils whose teachers are enrolled on the DE programme; and teachers who are enrolled on the programmes as well as Head teachers of the schools from which teachers on the DE programme are teaching. In total, 1,588 teachers enrolled on the DE programme participated in this study. The study revealed that instructional time of teachers on the Sandwich Teacher Education (STE) programme is greatly affected since they leave their duty posts and move to the universities – UCC and UEW during the Sandwich sessions. Even though majority of teachers who are on the Distance Teacher Education (DTE) programme reside close to their programme centres their teaching time on tasks is affected by their participation in the programme, especially during periods of examinations. It was noticed that teachers on the DTE programme attempted concealing the negative effects of DE on time on task fearing it could lead to policy change which may prevent them from upgrading themselves through DE. It is interesting to note that, majority of the teachers enrolled on the DE disagreed that by participating in the DTE and STE programmes; the effectiveness of their teaching is negatively affected. Nonetheless, the following are some of the key findings of the study; the number of instructional hours lost was more with teachers on the STE programme than their counterpart on the DTE programme. the STE calendar conflicts with the third and first terms of the basic school calendar. As a result, teachers on the STE leave 6-8 weeks prior to the end of the basic school term. participating in the DTE and STE learning activities do not only affect the academic engagement with learners, but it also has a lot of influence on the commitment and participation of teachers in family activities, their social activities, health as well as their extracurricular activities. teachers participation in the STE and DTE programmes had significant negative impact on effective teaching and learning, pupils academic progress, monitoring and assessment, effective classroom interactions or delivery, teachers prior preparation before, during and after lesson, teachers personal career and development as well as general school administration. The report concludes that the impact of teaching time lost as result of teachers’ participation in the DTE and STE programme remains a significant issue which needs to be addressed by policy makers and all stakeholders in education. Losing instructional time through DE has both short and long term impact on pupils’ academic performance, social and career growth and development. It argues for drastic measures to be implemented in the DE in the flowing ways; the institutions - universities offering the DE programme should make adjustments in the STE programme calendar to suit basic schools academic calendar. This would prevent teachers from leaving the classroom to upgrade at the expense of the pupils in the classroom. The content of the course modules and materials taught on the DE should be made relevant to the level teachers are teaching. MoE/GES should dialogue with the universities to find a more suitable solution to the perennial problem of teaching leaving the classroom daily.
Tamanja, E. M. J. (2016). Child migration and academic performance: The case of basic education in Ghana. Journal of Education and Practice, 7,
Abstract
The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child migration and education in general and academic performance in particular. This study seeks to fill this gap by comparing the performances of 250 migrant and 240 non-migrant school children randomly selected and their examination marks obtained in ten basic schools in the Upper East region of Ghana. Using the Independent Sample T-Test to analyse the data, it emerged that although performance was generally low in the schools, non-migrant children performed relatively better than their migrant counterparts. This implies that, migrant children are more likely to underachieve and possibly unable to progress to higher levels of education since performance is a proximate determinant to academic progress in Ghana. Therefore, school authorities, parents and other stakeholders in education need to give more attention to migrant children in their schools to address the effects and improve learning outcomes.
The nexus between migration and academic performance is complex and difficult to extricate. Not only are there several factors affecting academic performance, but also many of these factors are confounding, making it difficult to identify and isolate in order to address. Furthermore, the discourse appears silent on the nexus between child migration and education in general and academic performance in particular. This study seeks to fill this gap by comparing the performances of 250 migrant and 240 non-migrant school children randomly selected and their examination marks obtained in ten basic schools in the Upper East region of Ghana. Using the Independent Sample T-Test to analyse the data, it emerged that although performance was generally low in the schools, non-migrant children performed relatively better than their migrant counterparts. This implies that, migrant children are more likely to underachieve and possibly unable to progress to higher levels of education since performance is a proximate determinant to academic progress in Ghana. Therefore, school authorities, parents and other stakeholders in education need to give more attention to migrant children in their schools to address the effects and improve learning outcomes.
Ananga, E. D., Adzahlie-Mensah, V. and Tamanja, E. M. J. (2016). Higher education and employability in Ghana. In Tristan McCowan Universities, Employability and Inclusive Development Project (2013–16). Revitalising Higher Education in Ghana, Kenya, Nigeria and South Africa. United Kingdom: British Council.
Amankwah, E. O., Bediako, M. & Kankam, C. K (2014). Influence of Calcined Clay Pozzolana on Strength Characteristics of Portland Cement Concrete. International Journal of Material Science and Application, 3,
Abstract
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolanas to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7 days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolanas to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7 days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
Bediako, M., Kevern, J. T. & Amankwah, E. O. (2015). Effect of Curing Environment on the Strength Properties of Cement and Cement Extenders. Journal of Material Science and Application, 6,
Abstract
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water.This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Curing of cement based products such as concrete and mortar, is very important to achieve good strength and durable products. However the curing environment plays a pivotal role in the overall quality of cement based products in terms of strength development. ASTM C192 allows moist curing either in a fog room or under water. However, these must meet ASTM C511 which controls temperature, and specifically for water curing, the concentration of calcium ions in the curing solution. Unfortunately in many parts of the world, water curing literally means curing in tap water.This is done primarily because there is a lack of knowledge or ignorance regarding the mobility and roll of calcium hydroxide in the curing process. To illustrate the differences, in this study, straight ASTM Type I/II Portland cement and that mixed with powdered waste clay bricks as a cement extender were used to prepare two different batches of mortars. The chemical properties of the powdered waste clay brick met the ASTM C618 standard specifications for Class N pozzolans. Both mortar specimens were cured under two different environment comprising of either water and lime saturated water. Mortar specimens were tested for compressive strength at 3, 7, 14 and 28 days of either curing conditions. Test results indicated that mortar specimens cured in lime saturated water obtained higher strength than those cured in fresh water at all ages of curing. Statistical inference drawn from ANOVA testing showed that curing conditions had significant impact on strength development of the blended and unblended cement systems. The study recommends that testing of concrete and mortar samples and other research related works be performed in lime saturated water other than fresh water.
Amankwah, E. O., Bediako, M. & Kankam, C. K (2014). Influence of Calcined Clay Pozzolana on Strength Characteristics of Portland Cement Concrete. International Journal of Material Science and Application, 3,
Abstract
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolanas to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7 days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
The paper presents results of a study on concrete mixes containing two types of calcined clay pozzolanas obtained from Mankranso and Tanoso for structural application. Mankranso sample is labeled Type I whilst Tanoso also labeled as type II. Both clay samples were analysed to determine their physical and geotechnical properties whilst the chemical composition of the calcined clay samples analysed. Portland cement was replaced with 0%-25% Type I and 0-30% of Type II pozzolanas to formulate binder pastes and concretes. Setting times and normal consistency test were determined on the formulated binder paste. Three grades of concrete (25N/mm2, 30N/mm2 and 40N/mm2) containing pozzolana were prepared and their workability, density, compressive strength and flexural strength investigated against the plain concrete. Concretes with clay pozzolana had delayed setting times and lower densities. They also exhibited a reduction in compressive and tensile strength development at early age (7 days), with an average drop of 6 percent in compressive strength for all grades. However, the compressive and tensile strengths beyond 28 days notably exceeded the control un-blended mixes. This study recommends up to 20% clay pozzolana content of both Types I and II for concrete grades of 25N/mm2, 30N/mm2 and 40N/mm2.
Adjei, A. A., & Ewusi-Mensah, L. (2016). Transitivity in Kuffuor's 2008 Farewell Speech to the Ghanaian Parliament. British Journal of English Langage Linguistics, 4,
Abstract
This study uses Halliday’s transitivity theory to analyse the use of language in President J. A. Kufuor’s farewell address to Parliament. The study uses the content analysis design to analyse all the clauses in the address. The study reveals that among the six process types under the transitivity model, the material processes are used maximally in the speech whereas the existential processes are used minimally. There was, however, no behavioural process in the address. The dominant use of material clauses suggest that Kufuor interprets the world in terms of his past and present “goings-on” happenings by recounting some of the concrete achievements recorded under his eight-year stewardship and making useful suggestions to the incoming government in order to ensure continuity in projects his administration has initiated. His choice of actors suggests that Kufuor attributes the achievements to himself which may be perceived as a feature of undemocratic leadership style; however his determination to share his wealth of experience with the incoming government corrects the impression that he is undemocratic. He also uses a majority of relational identifications to point out to himself and his administration as the main development players. Verbal processes have been used as markers of transition and topic shift; still, he refers to himself as the main sayer. The study concludes and affirms that material, relational and mental processes are the three primary processes often used in language since the three add up to about 90% (Halliday&Matthiessen, 2004). Keywords: John Agyekum Kufuor, Ghana, Systemic Functional Grammar, Transitivity, Farewell Address, Parliament, Political Ideologies.
This study uses Halliday’s transitivity theory to analyse the use of language in President J. A. Kufuor’s farewell address to Parliament. The study uses the content analysis design to analyse all the clauses in the address. The study reveals that among the six process types under the transitivity model, the material processes are used maximally in the speech whereas the existential processes are used minimally. There was, however, no behavioural process in the address. The dominant use of material clauses suggest that Kufuor interprets the world in terms of his past and present “goings-on” happenings by recounting some of the concrete achievements recorded under his eight-year stewardship and making useful suggestions to the incoming government in order to ensure continuity in projects his administration has initiated. His choice of actors suggests that Kufuor attributes the achievements to himself which may be perceived as a feature of undemocratic leadership style; however his determination to share his wealth of experience with the incoming government corrects the impression that he is undemocratic. He also uses a majority of relational identifications to point out to himself and his administration as the main development players. Verbal processes have been used as markers of transition and topic shift; still, he refers to himself as the main sayer. The study concludes and affirms that material, relational and mental processes are the three primary processes often used in language since the three add up to about 90% (Halliday&Matthiessen, 2004). Keywords: John Agyekum Kufuor, Ghana, Systemic Functional Grammar, Transitivity, Farewell Address, Parliament, Political Ideologies.
Adjei, A. A., Ewusi-Mensah, L. & Okoh, H. (2015). Transitivity in Political Discourse - A Study of the Major Process Types in the 2009 State-of-the-Nation-Address in Ghana.. Journal of Literature, Languages and Linguistics., 16,
Abstract
Abstract The study uses the transitivity model to analyze how President John Evans Attah Mills manipulates language in his first State-of-the-Nation address to express his political message to his people. The study is premised on Halliday’s Systemic Functional Grammar, and the qualitative research design was used for the content analysis of the text. The study applies the interpretative content analysis to investigate the communicative functions of the linguistic choices made in the address. 536 clauses in the State-of-the-Nation address were used for analysis. The clauses were parsed into their constituent parts, the processes were identified, coded and categorized and their roles determined. The study discovered that among the major process types, material processes dominate the speech with a total occurrence of 59.14% whereas the mental process types are used minimally in the speech with a total occurrence of 14.37%. The dominant use of material processes implies that Mills and his government are the main actors working on a number of concrete projects in an attempt to create a sense of developmental progression and continuity. The minimal use of the mental processes also implies that Mills gives few assurances and promises to the people, and rather tells things as they are. This means that the address calls for vigorous and rigorous action and not a mere formality of assurances and wishful thinking. The study concludes that language structures can produce certain meanings and ideologies which are not explicit for readers. This is in affirmation to the assumption that language form is not fortuitous, but performs a communicative function. Keywords: John Evans Attah Mills, Ghana, Systemic Functional Grammar, Transitivity, State-of-the-Nation Address, Political Ideologies.
Abstract The study uses the transitivity model to analyze how President John Evans Attah Mills manipulates language in his first State-of-the-Nation address to express his political message to his people. The study is premised on Halliday’s Systemic Functional Grammar, and the qualitative research design was used for the content analysis of the text. The study applies the interpretative content analysis to investigate the communicative functions of the linguistic choices made in the address. 536 clauses in the State-of-the-Nation address were used for analysis. The clauses were parsed into their constituent parts, the processes were identified, coded and categorized and their roles determined. The study discovered that among the major process types, material processes dominate the speech with a total occurrence of 59.14% whereas the mental process types are used minimally in the speech with a total occurrence of 14.37%. The dominant use of material processes implies that Mills and his government are the main actors working on a number of concrete projects in an attempt to create a sense of developmental progression and continuity. The minimal use of the mental processes also implies that Mills gives few assurances and promises to the people, and rather tells things as they are. This means that the address calls for vigorous and rigorous action and not a mere formality of assurances and wishful thinking. The study concludes that language structures can produce certain meanings and ideologies which are not explicit for readers. This is in affirmation to the assumption that language form is not fortuitous, but performs a communicative function. Keywords: John Evans Attah Mills, Ghana, Systemic Functional Grammar, Transitivity, State-of-the-Nation Address, Political Ideologies.
DOGBEY, E.
8th ANNUAL CONFERENCE OF THE LINGUISTICS ASSOCIATION OF GHANA (LAG 2015). KWAME NKRUMAH UNIVERSITY OF SCIENCE AND TECHNOLOGY (KNUST), KUMASI, GHANA 27th – 29th July, 2015
Paper presented:
GLI, A SINGULAR PERFORMANCE MARKING THE GENESIS OF GENRES
Abstract
Abstract This paper examines GLI, a narrative construction in Ewe and features that expose its status as the source of all genres (written and oral) in Ewe. It explores the types as narrative GLI and poetic GLI; however, both types project dramatic status. Findings present, GLI as not just an etiological myth or a folkloric creation but a creative/ aesthetic work on realities and fantasies of life. It also emphasizes the fact that societies (in Africa and the world over) trace their history from oral traditions; hence, investigating the structure, form, content and others about genres (written) stemming from GLI as their source is a laudable endeavor. Finally, the paper identifies written genre as a replica of the oral one in de facto, and both oral and written genres could be accessed through performance (users’ actions on them). It recommends that, written works are best consumed when examined from the perspectives of their oral backgrounds and traditions despite the textual analytical approach projected by some schools of thought.
Abstract This paper examines GLI, a narrative construction in Ewe and features that expose its status as the source of all genres (written and oral) in Ewe. It explores the types as narrative GLI and poetic GLI; however, both types project dramatic status. Findings present, GLI as not just an etiological myth or a folkloric creation but a creative/ aesthetic work on realities and fantasies of life. It also emphasizes the fact that societies (in Africa and the world over) trace their history from oral traditions; hence, investigating the structure, form, content and others about genres (written) stemming from GLI as their source is a laudable endeavor. Finally, the paper identifies written genre as a replica of the oral one in de facto, and both oral and written genres could be accessed through performance (users’ actions on them). It recommends that, written works are best consumed when examined from the perspectives of their oral backgrounds and traditions despite the textual analytical approach projected by some schools of thought.
DOGBEY, E. (2015). EWE MAJOR STUDENTS' COMMAND OVER OVER COHESIVE DEVICES: COHESION AND COHERENCE IN THE NATIVE SPEAKERS' CREATIVE WRITING ESSAYS.. CURRENT ISSUES IN LINGUISTICS, LANGUAGE AND GENDER STUDIES, 1,
Abstract
