Global technological advancement is changing information dissemination among literates and non-literates. This new development seems to be influencing the definition of literacy. The current paper discusses the changing paradigm from the old perspective of literacy to a new literacy, which is radically affecting every sphere of life, especially education. This position paper shows how this new literacy, driven by ICT (Information and Communication Technology), is shaping the character of the human being, and determining the ways through which knowledge and skills are acquired, thus influencing new expeditions of the school curriculum. This paper attempts a deconstruction of the different arguments advanced for ICT-driven literacy and education. While agreeing that some adverse effects and constraints come along with these new technologies, I am convinced that their dominance is inevitable. As such, the earlier educational stakeholders embrace this new concept and equip the learner with modern literacy skills, the better it would be for the collective benefits of instructors and learners.
Literature on approaches to teaching grammar favours the inductive approach as a better strategy for building students' grammatical and communicative skills than the deductive approach. This present study investigated whether pupils who were taught grammar through the inductive approach would do better than those taught through the deductive approach. The design chosen for the study is the quasi experimental placed in a mixed method paradigm. Data were collected from a sample of 99 participants (comprising 27 Junior High School English Language teachers and 72 pupils). Data were collected using class tests and observation. Data was analyzed by the use of Statistical Package for Social Sciences (SPSS). Findings indicate that those who were taken through inductive teaching showed better skills than those who were taken through the deductive method. Finally, it is recommended that teachers of English Language adopt the inductive teaching approach to teach grammar because it helps students to grasp grammar rules easily.
The past few decades have witnessed a proliferation of studies on students' writing, but texts written by students of colleges of education remain largely unexplored. The purpose of this research was to investigate pre-modification of the noun phrases (NPs) in texts written by students in colleges of education (CoEs) in Ghana. A total of three hundred and eighteen (318) texts produced by Levels 100, 200 and 300 students from three colleges of education in Ghana were selected and analysed based on Quirk et al. 's (1985) analytical framework on NPs. It was found that with a total of 3,742 pre-modifications, 1,404 (37.5%) were simple pre-modifiers and 2,338 (62.5%) were complex pre-modifiers. This means that students' writings were filled with more simple pre-modifiers than complex pre-modifiers. In the corpus, pre-modifying adjectives were the most frequently used word class in the complex NPs. The use of these pre-modification types also varied across levels of college education.The present study contributes to knowledge on the noun phrase and academic genres and also has implications for pedagogy and further research.
The choice of language to use as a medium of instruction across the curriculum in schools has been a contentious issue in Africa. Ghana, like many multilingual African countries, has not been spared this serious challenge of language choice. In fact, it has become a worrying issue of concern to many Ghanaians who have an interest in education. This paper provides snapshots of varied opinions on selecting a language as a medium of instruction in Ghanaian classrooms. It discusses the existing debates on the use of English language as a medium of instruction and also asserts the writer’s stance on the subject. Finally, the paper concludes by advocating the support for Ghanaian languages as a medium of instruction across the curriculum at the lower primary level.
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