Mitigating the effect of ‘broken’ English in academic writing- Theatre for development as intervention

Abstract

This study, titled "Mitigating the Effect of ‘Broken’ English in Academic Writing: Theatre for Development as Intervention," investigated the frequency and impact of ‘Broken’ English on academic writing at Peki Senior High Technical School in the Volta Region, Ghana. The research identified ‘Broken’ English as a significant linguistic challenge that hindered effective communication, comprehension, and academic performance among students. The persistent use of non-standard English in students' written work resulted in grammatical inconsistencies, improper sentence structure, and reduced clarity, ultimately affecting their academic success. Using a qualitative research approach, the study explored Theatre for Development (TfD) as an innovative and culturally relevant pedagogical intervention to address these linguistic challenges. TfD integrated drama, role-playing, and interactive performances to foster students’ language proficiency and cultural awareness. This approach allowed students to engage actively in the learning process by visualising language-related errors, reenacting corrective measures, and participating in discussions that reinforced the principles of Standard English usage. The intervention highlighted the contextual relevance of language learning, bridging the gap between students' everyday linguistic practices and the academic writing standards expected in formal education. Data were collected through document analysis, Focus Group Discussions, interviews, and direct observations. A sample of 30 students’ academic scripts was analysed to identify linguistic patterns and challenges related to ‘Broken’ English usage. The TfD intervention involved dramatised scenarios portraying common language errors, followed by interactive discussions that emphasised correct grammar, vocabulary usage, and writing conventions. The findings revealed that the TfD approach significantly enhanced students’ understanding of Standard English grammar, vocabulary, and writing conventions. Students who participated in the intervention demonstrated improved academic writing skills, greater awareness of linguistic rules, and increased confidence in their ability to express themselves effectively in formal contexts. Furthermore, the participatory and engaging nature of TfD created an inclusive learning atmosphere that encouraged peer collaboration and self-expression, reinforcing students’ commitment to language improvement. The study also noted that students who were more conscious of the negative effects of ‘Broken’ English made deliberate efforts to minimise its use in their academic work, highlighting the effectiveness of awareness-driven interventions. This research contributes to the discourse on language education by providing actionable recommendations for educators, policymakers, and stakeholders to integrate TfD into the school curriculum as a long-term strategy for improving students' language proficiency and academic outcomes. Additionally, the study underscores the importance of continuous support mechanisms, such as writing workshops and peer mentorship programs, to sustain students' progress in mastering Standard English. By equipping students with the necessary language skills, this study reinforces the importance of overcoming linguistic barriers to ensure success in academic and professional settings