A study into the implementation of the senior high school English Language syllabus

Abstract

The study takes a look into the implementation of the senior high school English language syllabus. The study focused on the types of teaching methods and techniques used by teachers of English in implementing the syllabus, the challenges that hinder the effective implementation of the syllabus and measures that can be put in place to ensure effective implementation of the syllabus. The research design was case study and so questionnaire, interview guide and observation were used to obtain quantitative and qualitative data from 20 Heads of Language department, 120 teachers of English and 40 students selected from within 20 selected senior high schools in the Greater Accra Region, Ghana. The Concern Based Adoption Model framework developed by Hall and Hord (1987, 2001) guided the study. The model consists of three components: stages of concern, levels of use and innovation configuration. The study revealed some of the methods that were frequently used by English language teachers. However, some of the teachers could not implement these methods appropriately. The study though concluded that the teachers have the requisite skills to support the implementation process, there were problems with the syllabus completion within the stipulated time, inadequate instructional materials, unqualified teachers and inappropriate use of teaching methods hinder the implementation process. The study also concluded that provision of qualified teachers, adequate instructional materials among others could help ensure the effective implementation of the English syllabus.