http://41.74.91.244:8080/handle/123456789/744 Sun, 26 Apr 2026 07:55:54 GMT 2026-04-26T07:55:54Z http://41.74.91.244:8080/handle/123456789/5198 Language shift and maintenance a study of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region Akrobotu, M This study examined language shift and maintenance of Sefwi (Esahie) language in the Bia East and West Districts in the Western North Region. It is one of the minority languages in Ghana experiencing pressure from Asanti Twi. A qualitative research approach with a case study design was employed. A sample of 24 respondents was selected using purposive and convenience sampling techniques for this study. A semistructured interview and non-participant observation were used to gather data, which were analyzed through thematic analysis. Fishman’s domains of use and Batibo’s (Triglossic Models were the theories used to underpin this work. The research questions were answered using descriptive thematic analysis. The findings indicate that cultural pride attached to their festival is partially maintaining the language but the language is eroding due to the pervasive dominance of Twi in daily communication, education and media. Intergenerational transmission is weakening as families are increasingly adopting Twi at home, reducing children’s exposure to their native language. Factors driving language shift include the perception that speaking of Twi leads employment opportunities, government policies supporting the dominant language over native language and feeling pressured to speak the dominant language in social settings. The lack of institutional support for Sefwi has significantly hindered its maintenance. It was recommended that Sefwi language integration into educational curricula in the Sefwi area and developing written materials and teaching the language within schools will promote and preserve the language. Promoting multilingual policies in the use of indigenous languages like Sefwi in institutions and public spaces should be advocated. Families should be encouraged to speak Sefwi at home, in creating an environment for natural transmission. This study provides critical, localized insights for developing language preservation strategies for Sefwi language. A thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language - TESL) in the University of Education, Winneba JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5198 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5194 Grammatical errors in the written exercises of JHS1 students of Njau-Tanoso RC JHS in the Tain District Nyame, E.G The purpose of this study was to examine the types, causes, and implications of grammatical errors in the written exercises of JHS1 students at Njau-Tanoso R/C Junior High School in the Tain District of Ghana. Using a qualitative approach, the researcher analyzed written samples from students and conducted interviews with English language teachers to gather data. Widespread grammatical faults were found, including problems with subject-verb agreement, inconsistent tenses, overuse of articles, incorrect use of prepositions and pronouns, sentence fragments, punctuation and spelling, and interference from the mother tongue. Poor teaching methods, little exposure to standard English, a lack of feedback, and inadequate basic knowledge were blamed for these mistakes. The study came to the conclusion that these grammatical problems are systemic and need to be fixed by integrating digital learning resources, improving curricular focus, training teachers, and providing explicit grammar teaching. Grammar instruction is advised as a fundamental part of language instruction. The study adds to the body of knowledge on second language learning in educational environments with limited resources and has policy implications for curriculum reform, teacher preparation, and resource allocation. A dissertation submitted to the school of graduate studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Teaching English as a Second Language) DEPARTMENT OF APPLIED LINGUISTICS, FACULTY OF FOREIGN LANGUAGES EDUCATION UNIVERSITY OF EDUCATION, WINNEBA JUNE, 2025 Sun, 01 Jun 2025 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5194 2025-06-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5190 ESL teachers’ beliefs about assessment for learning in the Bole-Bamboi District of the Savannah Region of Ghana Abdul-Jalil, S This study investigated the beliefs and practices of English as a Second Language (ESL) teachers concerning Assessment for Learning (AFL). A mixed-methods approach was employed, using a convergent parallel design grounded in the pragmatist paradigm. The research included all ESL teachers from senior high schools in the Bole District, totaling eighty-two participants. A census sampling method was used to involve the entire population. Data were collected via questionnaires and structured interviews. The analysis was carried out using the Statistical Package for Social Sciences (SPSS) version 27, employing descriptive statistics and percentages, while thematic analysis was applied to examine the qualitative responses from teachers. In terms of ESL teachers' beliefs about AFL, the findings generally indicated that teachers held positive views toward AFL practices in the region. The qualitative data further highlighted that participants acknowledged the significance of AFL and the value of feedback within the AFL framework as a learning tool. However, when examining the actual implementation of AFL in ESL classrooms, it was found that teachers largely did not apply AFL practices. This finding was corroborated by the qualitative data. Additionally, the study identified six key challenges faced by ESL teachers in implementing AFL: limited time in the curriculum, large class sizes and insufficient student engagement, inadequate resources, a lack of training and professional development opportunities, restricted access to technology, and an overloaded English curriculum that pressures teachers to cover content quickly. Despite these challenges, respondents expressed optimism that these issues could be addressed. Based on these findings, the study recommends the organization of relevant in-service training programs by the Ghana Education Service (GES) and individual school heads to support ESL teachers in overcoming these challenges A Thesis in the Department of Applied Linguistics, Faculty of Foreign Languages Education, submitted to the School of Graduate Studies, in partial fulfilment Of the requirements for the award of the degree of Master of Philosophy (Teaching English as a Second Language) In the University of Education, Winneba NOVEMBER, 2024 Fri, 01 Nov 2024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5190 2024-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5185 A study of some phonological conditioning in Ghanaian English-A case study of some selected senior high schools in the Mfantsiman Municipality Offei-Akoto, O.Y This study examined the production of phonologically-conditioned allophones in Ghanaian English, identifying their realizations, investigating emerging patterns, and exploring the factors influencing phonological awareness in Ghanaian English speakers. With the aid of the Speech Learning Model (SLM), a qualitative case study was employed to collect data from 140 senior high students in the Mfantsiman District and analyze auditorily and thematically. The findings showed that Ghanaian English has unique pronunciation patterns influenced by native Ghanaian languages. For instance, the past tense marker /d/ is realized as [d], [зd], or [id], diverging from Standard British English. The plural marker /s/ is realized as [s], [is], [iz], and [z], with [is] being preferred, reflecting difficulty in producing standard forms. Similarly, the possessive marker shows variations. The study also revealed that speakers often prefer [s] or [z] based on phonological context or personal choice. Factors influencing phonological awareness include educational challenges, especially in remote areas. These challenges involve transitioning from Twi to English, late school enrollment, financial constraints, and limited access to resources. Early exposure to English also affects proficiency. A thesis submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of degree of Master of Philosophy (Applied Linguistics),DECEMBER, 2024 Sun, 01 Dec 4024 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/5185 4024-12-01T00:00:00Z