Investigating the Extent to which teachers use Integrated approach in Teaching of English Language in Junior Schools in HOHOE Municipality
Keywords:
Integrated, teachers, students, English Language, Hohoe MunicipalityAbstract
This study aimed to examine the extent to which teachers employ an integrated approach in the instruction of the English language in junior high schools within Hohoe Municipality. The primary factor influencing this study was the inadequate academic performance of students in the English language. The integrated method is essential for teaching the English language and enhances learners' language proficiency. The research was founded on the principles of Basil Bernstein’s theory and corroborated by Theodore Frick’s Integrated Education Theory. The research employed a qualitative methodology, utilising interviews with 10 circuit supervisors, 10 department heads, and 10 English teachers in Junior High Schools. It sought to furnish a thorough comprehension of a research topic by initially gathering qualitative data for elucidation. This design enabled researchers to attain a more profound comprehension of the research problem via qualitative methods. In this study, the researcher conducted interviews with teachers, department heads, and circuit supervisors. Interview questions for Heads of Departments (language) focused on the degree to which educators employ an integrated approach in the instruction of the English language. The study concluded that teachers who integrate language and literature into their instruction enhance students' comprehension and facilitate more practical discussions. The integrated approach has consistently prevented teachers from completing the syllabus on schedule. The study advised that school administration conduct annual seminars for English teachers to ensure they remain informed about the latest pedagogical techniques. School management should promote the adoption of this teaching approach among educators.
References
Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2015). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730
Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English- medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44(5), 57-67.
Dafouz, E., Camacho, M., & Urquia, E. (2014). ‘Surely they can't do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education, 28(3), 223-236.
Hernández,S.,P. & Vargas, M. C. (2013). Encouraging students to enhance their listening performance. Profile Issues in Teachers Professional Development, 15(2), 199-214.
Irvine, J. (2019). Relationship between Teaching Experience and Teacher Effectiveness: Implications for Policy Decisions. Journal of Instructional Pedagogues, 4(3)22- 29
Kothari, C.R. (2004). Research methodology: Methods and techniques. New Delhi: New Age international. India
Miima, F., Ondigi, S., & Mavisi, R. (2017). Teachers’ perception about integration of ICT in teaching and learning of Kiswahili language in secondary schools in Kenya. International Journal of Arts and Commerce, 2(3), 27-32.
Ministry of Education (2019). Schools Analytical Report, Hohoe Municipality. Governemnt press, Ghana.
Sahamkhadam, N. (2020). Effect of In-service Training on Teachers’ Attitudes Towards Inclusion: A Systematic Literature Review (Thesis, Jönköping University)
Salamonson, Y., Everett, B., Koch, J., Andrew, S., & Davidson, P. M. (2018). English‐ language acculturation predicts academic performance in nursing students who speak English as a second language. Research in Nursing & Health, 31(1), 86 94.
