Abstract:
The English Language Curriculum of the Common Core Programme was implemented in January 2022 amidst a litany of challenges. The purpose of the study is to assess stakeholders’ perspectives on the English Language Curriculum of the Common Core Programme. The study adopted the qualitative research approach and used a semi-structured interview guide to obtain primary data. The study used the social constructivism theory of learning as its theoretical framework. The study revealed that societal needs, technology, deficiencies of the previous English Language Curriculum, ideology of the ruling party and leadership idiosyncrasies, national and international framework, global trends and dynamics informed the development of the English Language Curriculum. The study found that while important components of the English Language teaching such as prescribed textbooks and the library period have been excluded from the curriculum, teaching learning materials, summary writing and school infrastructure have also been sidelined. These omissions are however impeding the smooth implementation of the curriculum. The study however revealed substantially that the curriculum is adequate for the teaching of the English Language in the Ghanaian classroom because it is well suited for training learners in the English Language for national life; it has simple language and well organised scope and structure. The study also found that the effectiveness of the pedagogical approaches for teaching and learning and the modes of assessment project the curriculum as fit for purpose. The study further revealed that ineffective communication and public education, unqualified teachers and wrongful pedagogy due to insufficient resources deter the smooth implementation of the curriculum. As a consequence of the surfeit of challenges that hinder the implementation of the curriculum, the study recommends intensification of public education on the curriculum, inculcation of vital societal values in curriculum development for learners, inclusion of important teaching and learning aids in the curriculum and a reduction on over-politicization of educational issues to ensure smooth implementation of the curriculum.
Description:
A Thesis in the Department of Applied Linguistics, Faculty
of Foreign Languages Education, submitted to the School of
Graduate Studies in partial fulfillment
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
