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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8309

Title: Literacy is the ability to read and write English’: defining and developing literacy in basic schools in Ghana
Authors: Opoku-Amankwa, Kwasi
Brew-Hammond, Aba
Keywords: Language-in-education policy
Mother tongue literacy
Reading ability
Issue Date: Jan-2011
Publisher: International Journal of Bilingual Education and Bilingualism
Citation: International Journal of Bilingual Education and Bilingualism Vol. 14, No. 1, January 2011, 89Á106
Abstract: How do teachers define literacy, and how do their perceptions influence their approach to the teaching and learning of literacy? These and other questions relating to literacygenerally formed the focus of this ethnographic case study in two urban public primary schools in Ghana. The paper also considers teachers’ views on mother tongue literacy. Teachers tend to perceiveliteracyas the ability to read and write English or an international language like French, etc. and scarcely consider mother tongue literacy as relevant. Teachers’ perceptions tend to be reflected in their pedagogical approach, which generally involves error correction and grammar-based language teaching, aswell as in their assessment of literacy. Although teachers and society at large tend to have unfavourable attitudes to mother tongue/bilingual education, in the real classroom situation teachers tend to code switch between English and the local language on the grounds that pupils’ understanding of English is inadequate
Description: An article published by International Journal of Bilingual Education and Bilingualism Vol. 14, No. 1, January 2011, 89Á106, also available at http://dx.doi.org/10.1080/13670051003692857
URI: http://hdl.handle.net/123456789/8309
Appears in Collections:College of Arts and Social Sciences

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