Ewe

JOIN LIVE ZOOM CLASSROOM

Account does not enabled REST API.

The course introduces student-teachers to the basic principles of language and literacy. It equips them with the rudimentary concepts that will guide them to acquire the necessary knowledge and skills about language and literacy to enable them use language effectively to enhance literacy development skills of all learners. It will help
Student-teachers to understand and identify how children acquire language and apply it in their language and literacy classroom. It covers key areas such as the nature and concept of language and communication, theories of language acquisition, teachers’ and pupils’ challenges to developing literacy among all learners. It also provides
opportunities for school visits by Student-teachers to observe and interact with teachers and work with small group of learners to observe how language and literacy issues are handled in basic schools. It integrates technology into the teaching and learning of language. This course will be delivered using various inclusive learner-centred
approaches such as discussion, pair work, brainstorming and presentations. Student-teachers will be assessed through report writing, assignments and class participation. [NTS and NTECF requirements: NTS 1e, 1f, 2b, 2c, 2e, and 3b, and NTECF 1, 5, 6, 9 (p25)].

Key contextual factors

This is a foundation course for all student–teachers and is aimed at preparing them in the use of language in the classroom. Every teacher, irrespective of their area of specialisation should have orientation in language and literacy and promote it among their learners but teachers are currently not trained well enough to handle
this situation. Knowing how diverse learners acquire language is crucial to all teachers because it helps them to communicate at the level of their students and make lessons meaningful to all manner of learners irrespective of their language needs and interests. However, teachers have not been trained properly to communicate effectively to reach all children irrespective of their language backgrounds. In a multilingual society like Ghana and its classrooms, Student-teachers must be trained to handle learners with different linguistic, and cultural backgrounds to be able to promote their language learning. Many Ghanaian children have poor reading habit. There is also the misconception that teaching learners in the L1 does not promote literacy development in particular and learning in general.

Core and transferable skills and cross cutting issues, including equity and inclusion

• Critical thinking and problem solving
• Collaboration
• Communication
• Observation and Enquiry skills
• Digital literacy
• Cultural diversity and inclusion