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Dankwa-Apawu, David & Williams, Rebecca & Acheampong, Bliss
LALICOM 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:
Constructing identities through L2: Accents and attitudes among Ghanaian learners of English
Abstract
The objective of this on-going study is to investigate how second language learners of English in Ghana construct or reconstruct micro-social level identities through pronunciation (accent) and how this affects their attitudes towards learning the English language as a second language. Identity as an academic concept has attracted a lot of attention in sociolinguistics with many of these studies focusing on second/ foreign language learning in both migrant and non-native contexts. Although theories of identity in SLL are evolving, inconclusive and borrowings from post structuralists social theorists and sociolinguists (Block, 2010), various inquiries in this disciplines give overwhelming credence to language as a key construct in identity construction and reconstruction. However, in the attempt to discover the intricate value attitude towards accents on the identity trajectory, the present study adopts Krashen’s (1993) affective filter hypothesis and Norton’s (1997) investment theory as a framework for theoretical discussion. The study also recognizes the concept of the school as an important mediator in the construction of identity; therefore, respondents (mainly students) have been drawn from a selected university in Ghana. Using the verbal-guise technique, (McKenzie, 2006; Zhang, 2009) to uncover respondents’ attitudes as monolithic (fixed) or pluaralithic (fluid) (Jenkins, 2009) towards British accents, American accents and educated Ghanaian English accents, the study will also reveal respondents’ identities as affinities towards native English (British and American) or non-native English or functional (depending on context). Findings of the study would contribute to policy, pedagogy, further research and discourse in SLL.
The objective of this on-going study is to investigate how second language learners of English in Ghana construct or reconstruct micro-social level identities through pronunciation (accent) and how this affects their attitudes towards learning the English language as a second language. Identity as an academic concept has attracted a lot of attention in sociolinguistics with many of these studies focusing on second/ foreign language learning in both migrant and non-native contexts. Although theories of identity in SLL are evolving, inconclusive and borrowings from post structuralists social theorists and sociolinguists (Block, 2010), various inquiries in this disciplines give overwhelming credence to language as a key construct in identity construction and reconstruction. However, in the attempt to discover the intricate value attitude towards accents on the identity trajectory, the present study adopts Krashen’s (1993) affective filter hypothesis and Norton’s (1997) investment theory as a framework for theoretical discussion. The study also recognizes the concept of the school as an important mediator in the construction of identity; therefore, respondents (mainly students) have been drawn from a selected university in Ghana. Using the verbal-guise technique, (McKenzie, 2006; Zhang, 2009) to uncover respondents’ attitudes as monolithic (fixed) or pluaralithic (fluid) (Jenkins, 2009) towards British accents, American accents and educated Ghanaian English accents, the study will also reveal respondents’ identities as affinities towards native English (British and American) or non-native English or functional (depending on context). Findings of the study would contribute to policy, pedagogy, further research and discourse in SLL.
Faculty of Ghanaian Languages EducationJul 16, 2015
Yirenkyi, S.M. & Amponsah, E.K. (2014). Theatre and Social Change: Reasserting Traditional Values through Theatre, The Role of Kobina Sekyi.. American Journal of Social Sciences Arts and Literature, 1,
Abstract
The Culture of a people is supposed to identify them as a unique group of people and therefore needs to be regarded and protected with all the people's might, will as well as resources and everything they have. this paper explores how Africans (Ghanaians) always revere and hold in the highest esteem that which is from the colonizer (Western world) as opposed to theirs. Through the spectrum of the playwright, Kobina Sekyi, one of Ghana's premiere writers, an attempt is made to analyse and interpret his play,The Blinkards as a base look at this phenomenon of "Africaness Bastardisation" as a choice as opposed to heeding to call for National Self Assertion. A case will be made to back tress the point that Theatre /Drama has the potency to positively affect Social Change
The Culture of a people is supposed to identify them as a unique group of people and therefore needs to be regarded and protected with all the people's might, will as well as resources and everything they have. this paper explores how Africans (Ghanaians) always revere and hold in the highest esteem that which is from the colonizer (Western world) as opposed to theirs. Through the spectrum of the playwright, Kobina Sekyi, one of Ghana's premiere writers, an attempt is made to analyse and interpret his play,The Blinkards as a base look at this phenomenon of "Africaness Bastardisation" as a choice as opposed to heeding to call for National Self Assertion. A case will be made to back tress the point that Theatre /Drama has the potency to positively affect Social Change
School of Creative ArtsJul 16, 2015
Amponsah, E.K. & Yirenkyi, S.M. (2014). Kwaku Ananse: Profiling the Ageless Hero of Ghanaian Folktales. West African Journal of Musical Arts Education., 2,
Abstract
It is an undeniable fact that, one character who has been able to keep his name, stature and personality since his creation to date is Ananse the spider. Ananse, has been and is still known in all quarters of the Ghanaian society, from the child living in the smallest village of the Ghanaian Akan society, to the most learned professor in academia. A critical analysis of this creature will unravel certain mysteries and questions which seem to surround him such as what or who is Ananse? This study will examine his description as ageless, accolades as hero and supreme. It will further investigate how he was chosen to be the main protagonist of Ghanaian folktales and how his name has been used to brand stories or folktales, especially among the Akan communities in Ghana, thus, Anansesem (Stories about the spider)
It is an undeniable fact that, one character who has been able to keep his name, stature and personality since his creation to date is Ananse the spider. Ananse, has been and is still known in all quarters of the Ghanaian society, from the child living in the smallest village of the Ghanaian Akan society, to the most learned professor in academia. A critical analysis of this creature will unravel certain mysteries and questions which seem to surround him such as what or who is Ananse? This study will examine his description as ageless, accolades as hero and supreme. It will further investigate how he was chosen to be the main protagonist of Ghanaian folktales and how his name has been used to brand stories or folktales, especially among the Akan communities in Ghana, thus, Anansesem (Stories about the spider)
School of Creative ArtsJul 16, 2015
Essuman, S. O. , Asante, E. K. , & Appiah-Boateng, P. (2015). Moodle-Based Preparation of Courseware Materials for a Masters Programme at the University of Education, Winneba. International Journal of Education Learning and Development, 3,
Abstract
Advances in information communication technologies (ICT) and the exponential growth of Internet usage are rapidly influencing the delivery of education and the transformation of teaching and learning approaches. One such transformation is the Moodle, an e-learning software platform, which is a Learning Management System (LMS) with the potential of integrating course deliveries in teaching and learning modes. The MOODLE platform is being adopted in a hybrid form into a Masters degree programme offered by the Distance Education Centre at the University of Education, Winneba in Ghana. A review of the literature reveals that there has been successful implementation of the LMS in diverse academic programme deliveries. However, since this is an innovation in the Ghanaian context, the study aims at exploring the experiences of developers during the preparation and development of coursewares for a distance mode delivery programme. Mixed methodologies of quantitative and qualitative methods using questionnaires and interview guides as instruments were used in collecting data from 50 courseware developers who worked collaboratively in developing the materials. Findings from the study will be used in informing the development of other courseware and during the revision of the current materials. Keywords: Learning Management Systems (LMS), distance education, online tutoring, courseware,development and collaborative work
Advances in information communication technologies (ICT) and the exponential growth of Internet usage are rapidly influencing the delivery of education and the transformation of teaching and learning approaches. One such transformation is the Moodle, an e-learning software platform, which is a Learning Management System (LMS) with the potential of integrating course deliveries in teaching and learning modes. The MOODLE platform is being adopted in a hybrid form into a Masters degree programme offered by the Distance Education Centre at the University of Education, Winneba in Ghana. A review of the literature reveals that there has been successful implementation of the LMS in diverse academic programme deliveries. However, since this is an innovation in the Ghanaian context, the study aims at exploring the experiences of developers during the preparation and development of coursewares for a distance mode delivery programme. Mixed methodologies of quantitative and qualitative methods using questionnaires and interview guides as instruments were used in collecting data from 50 courseware developers who worked collaboratively in developing the materials. Findings from the study will be used in informing the development of other courseware and during the revision of the current materials. Keywords: Learning Management Systems (LMS), distance education, online tutoring, courseware,development and collaborative work
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015). Contextual-Specific Dynamics on Collegiality and Resiprocity in Mentoring Relationships: Ethical Implications in the Ghanaian Context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015). Contextual-Specific Dynamics on Collegiality and Resiprocity in Mentoring Relationships: Ethical Implications in the Ghanaian Context. British Journal of Education, 3,
Abstract
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
This qualitative ethnographic case study, adopted a socio-cultural theoretical perspective and interpretive qualitative analysis techniques, to investigate five mentoring relationships from five mentors and mentees involved in the innovative Cooperative-Reflective mentoring model of teacher professional learning in mentoring relationships at the University of Education, Winneba, (UEW), Ghana. This model is underpinned by the concepts of collegiality, reciprocity of learning, collaborative activities and critical reflection by the mentoring dyad. The data were collected from interviews, observations and document analysis. Trustworthiness of the study was ensured through the multiple sources of data, peer review, member checks, as well as the description of themes in the participants’ own words. The study revealed that although the involvement of classroom teachers in the professional training of student teachers is a novelty in teacher education in Ghana, and a great departure from the old teaching practice, the programme has some conceptual and implementation challenges. First, the old conception of a hierarchical relationship between mentor and mentee persists contrary to the concepts of collegiality, collaboration, reciprocity and critical reflection. This is attributable, partly, to the inherent power of the mentor and, partly, to the professional culture of the teaching profession. Second, the collegial relationships, which are to result in this mentoring relationship model are theoretically well intended but practically problematic because of the social structure of the Ghanaian society and the professional culture of the teaching profession in Ghana. Again, reciprocity of learning through critical reflection by both mentor and mentee in this model of teacher professional learning concept also appears to have been theoretically well intended but practically problematic because of the same reasons for forging collegial relationships. This seemingly lack of sensitivity to the socio-cultural and professional contexts in which the model is being implemented is a major setback to the arguably innovative move towards school-based teacher training and the greater involvement of practising teachers in the professional training and development of student teachers as well as in the life-long learning of practising teachers. We, therefore, propose a re- conceptualisation of the mentoring model to take into account the socio-cultural and professional contexts within the context of implementation since theoretical positions alone cannot provide sufficient basis or framework for the development of a mentoring programme. It is the interaction between particular mentors and particular mentees in their particular contexts that determines the type of relationship to be established and the type of professional learning that will result. KEYWORDS: Mentoring relationships, collegiality, collaboration, reciprocity, critical reflection and professional learning
Asante, E. K. , Essuman, S. O. , & Asante, O. (2015) (). . , ,
Abstract
Adomina, M. A. K
PASMAE. J. N Ayettey Auditorium, South Campus, Winneba. 10th July, 2014
Paper presented:
The Arts as communication tool for social development.
Abstract
One of the important aspects of African Musical Arts is drumming. Among the people of Mafi-Tonu Ewe communities in the Volta region of Ghana, drumming enhances communication, socialization and education. The facet of this paper highlights the educational role of drumming and then focuses on drumming as a form of communication in music and dance activities. It also examines how the structures of drum patterns, in performance practice, can have implications for the music educator. In dealing with it, I draw on the body of literature on African and Ghanaian ethnographic field research on music, dance and drumming and my own experience as a drummer, dancer and musician. It uses two models: Drumming as a form of communication and social well-being and then educational implication of drumming.The former being the main framework.
One of the important aspects of African Musical Arts is drumming. Among the people of Mafi-Tonu Ewe communities in the Volta region of Ghana, drumming enhances communication, socialization and education. The facet of this paper highlights the educational role of drumming and then focuses on drumming as a form of communication in music and dance activities. It also examines how the structures of drum patterns, in performance practice, can have implications for the music educator. In dealing with it, I draw on the body of literature on African and Ghanaian ethnographic field research on music, dance and drumming and my own experience as a drummer, dancer and musician. It uses two models: Drumming as a form of communication and social well-being and then educational implication of drumming.The former being the main framework.
School of Creative ArtsJul 15, 2015
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
