A Survey of Integrated Approach Pedagogy in Ghanaian Language (Twi) Classroom

Abstract

This survey explored the implementation of the integrated approach pedagogy in the Ghanaian language (Twi) classroom. The research employed a qualitative approach. Data were obtained through classroom observations and student interviews. The participants were students and tutors of Wesley College of Education and Akrokerri College of Education. Purposive sampling was used to elicit significant information for the investigation. In all, one hundred and fifty (150) respondents comprising forty (40) students and ten (10) tutors selected from each of the three levels namely; level 100, level 200 and level 300 for the investigation. The findings suggested that the integrated approach pedagogy positively influences students’ language learning outcomes especially in Ghanaian Language (Twi). Improved performance in listening, speaking, reading and writing skills was observed as compared to conventional teaching methods. Additionally, the integration of cultural elements into language learning enabled students to gain a deeper understanding of the language and its cultural context thereby fostering cross-cultural competences. Moreover, the study revealed that the integrated approach enhanced students’ motivation and engagement in the learning process. The incorporation of real-life tasks and meaningful content stimulated students’ interest and encouraged active participation, leading to higher levels of language retention and proficiency.