Challenges in Teaching English Grammar in Multilingual Classrooms: Insights from Some Junior High School Teachers in Rural Ghanaian Communities
DOI:
https://doi.org/10.64137/31078729/IJLLH-V2I2P104Keywords:
Teaching English, English Grammar, Multilingual, Classroom, Instruction, Language, TeachersAbstract
Despite the critical role of grammar instruction in language learning, teachers in Ghanaian junior high schools in rural multilingual communities continue to encounter significant challenges in teaching grammar effectively. This study, grounded in Krashen’s Input Hypothesis Model [14], critically examines the difficulties teachers face in grammar instruction. Employing a qualitative approach and a case study design, the research purposively sampled sixteen (16) English language teachers from some junior high schools in Krachi East Municipality. Semi-structured interviews and classroom observations were used for data collection, with thematic analysis guiding the interpretation of findings. The study reveals that inadequate resources, limited professional development opportunities, and contextual constraints hinder effective grammar instruction in rural communities. The findings underscore the urgent need for targeted interventions, including teacher training workshops, resource provision, and the integration of digital tools to mitigate these challenges and enhance grammar teaching in rural Ghanaian junior high schools.
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