Challenges Experienced in the Teaching and Learning of English in Multilingual Classrooms: A Case of a College in Ashanti, Ghana

Abstract

This study examined challenges experienced in the teaching and learning of English in a multilingual classrooms atmosphere, using the descriptive design. It took place at the Akrokeri College of Education in the Ashanti Region, Ghana. The study used a sample of 297 teachers and 67 teachers, using some sampling procedures. Data analysis took place through descriptive statistics in terms of frequencies and percentages. The study affirmed the existence of various challenges in the multilingual classroom, including weak linguistic background and learner anxiety. Others were communication-related issues and writing issues. While a good number of teachers demonstrated high proficiency in English, most of the students struggled. Based on these conclusions, the study recommended that teachers and students’ use of English language, both in and outside the classrooms, be maximized since frequent use of the language increases its mastery, which is beneficial in the process of teaching and learning in the multilingual classrooms.