Spelling pronunciation in spoken English in Ghana: An exploration of educated speakers’ English in UEW

Abstract

While Ghanaian English has attracted scholarly attention for its phonological features, spelling pronunciation remains underexplored despite its recognition as a distinct pronunciation pattern. This study explores spelling pronunciation in Ghanaian spoken English, focusing on factors that influence its usage, some phonological patterns, and its common practices of usage. Grounded by Flege’s Speech Learning Model (1995), which highlights the role of first-language phonology in second-language acquisition, the study adopted a qualitative approach, and a descriptive research design. Ten participants, including three lecturers and seven MPhil students from the Department of English Education, University of Education, Winneba, were purposively sampled. Data were collected through questionnaires, and audio recordings of mock viva presentations. Findings reveal that spelling pronunciation is commonly used among participants, with pronunciations frequently influenced by the orthographic form of English words. Key phonological features identified include vowel and consonant modification, diphthongization, monophthongization, and epenthesis. These reflect the influence of Ghanaian language systems and the transparent nature of their orthographies. Participants generally viewed spelling pronunciation as both natural and acceptable in formal and informal contexts. The study concludes that spelling pronunciation, rather than being a deviation, is a normative feature in Ghanaian spoken English with implications for English Language pedagogy and literacy. It recommends further research across diverse regions and sociolinguistic groups, as well as a reevaluation of teaching strategies to better reflect the realities of Ghanaian English. This work contributes to the understanding of Ghanaian English as a legitimate variety and supports its potential codification and pedagogical integration.