MISCONCEPTIONS AND PERCEIVED IMPORTANCE OF LITERACY ACROSS THE CURRICULUM AMONG STUDENT TEACHERS IN GHANA

Authors

  • Rebecca Arthur Department of English Education, University of Education, Winneba, Ghana
  • Aikins Addae Department of Basic Education, University of Education, Winneba, Ghana
  • Isaac Owusu Nyarko Department of English Education, University of Education, Winneba, Ghana
  • Daniel Arkoh Fenyi Department of Communication Studies, University of Professional Studies, Accra, Ghana

DOI:

https://doi.org/10.46827/ejel.v8i3.4913

Keywords:

misconceptions, importance, literacy, across, curriculum

Abstract

The study sought to ascertain misconceptions and perceived importance of Literacy Across the Curriculum (LAC) among student teachers of Basic Education, University of Education, Winneba. Out of a targeted population of 1,386 student teachers of Basic Education, 490 were selected using a stratified random sampling technique. A closed-ended questionnaire was used to gather data and frequencies, percentages, means, standard deviations, independent samples t-test, ANOVA, and Pearson’s correlation were used to examine the data obtained. The results, among others, revealed that the misconceptions held by Basic Education students at the University of Education, Winneba, was the fact LAC shoul be restricted to the Arts, and not the Sciences. They were of the view that students from the arts background should focus on developing their literacy skill in order to excel in their field. However, the students were of the view that LAC is important since through the use of language, symbols, and text, literacy is promoted across the curriculum to give students the ability to share information about themselves and their experiences. Based on these findings, it was suggested that literacy should be integrated in all aspects of the curriculum. Listening, speaking, reading, and writing are to be taught to students as fundamental abilities for many facets of daily life, not only in English Language lessons. Lecturers and student teachers should ensure that literacy across the curriculum is promoted regardless of the course(s) they teach and study respectively.

 

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Author Biographies

  • Rebecca Arthur, Department of English Education, University of Education, Winneba, Ghana

    Rebecca Arthur is a senior lecturer in the Department of English Education, Faculty of Foreign Languages Education, University of Education, Winneba (UEW). She holds a Doctor of Philosophy degree in Applied Linguistics from the UEW. Dr Rebecca Arthur has a number of publications to her credit. Her area of research includes literacy, pedagogy, syntax and gender issues.

  • Aikins Addae, Department of Basic Education, University of Education, Winneba, Ghana

    Aikins Addae teaches and researches English language at the Department of Basic Education, University of Education, Winneba. He holds a Bachelor of Arts in English, an M.Phil. in English and a Postgraduate Diploma in Teaching and Learning in Higher Education from the Kwame Nkrumah University of Science and Technology, Kumasi and UEW. Aikins is currently a candidate for PhD in English at the Department of English Education, University of Education, Winneba. His research interests are (Critical) Discourse Analysis, Pragmatics, literacy, English language pedagogy and Grammar of English.

  • Isaac Owusu Nyarko, Department of English Education, University of Education, Winneba, Ghana

    Isaac Owusu Nyarko is a Lecturer at the Department of English Education, Faculty of Foreign Languages Education, University of Education, Winneba (UEW). He holds a Bachelor of Arts degree in English Education and a Master of Philosophy degree in English Language from the UEW. His research interests include Pragmatics, Classroom Discourse, Second Language Learning and English Pedagogy.

  • Daniel Arkoh Fenyi, Department of Communication Studies, University of Professional Studies, Accra, Ghana

    Daniel Arkoh Fenyi teaches and researches English Linguistics. He holds a Bachelor of Arts degree in English Education and a Master of Philosophy degree in English Language  from the UEW, and has taught English both at the pre-tertiary and tertiary levels. His research interests are English language pedagogy, curriculum development, English teaching and learning, discourse analysis and the Grammar of English.

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Published

2023-06-26

Issue

Vol. 8 No. 3 (2023)

Section

Articles

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