Resumen de Systemic barriers to effective teaching/learning of French in Ghana: Policy and curriculum perspectives

Fiawomorm Kofi Fiagbe, Jonas Kwabla Fiadzawoo, James Kofi Agbo

• Teaching/learning is effective when the set objectives are achieved. The effectiveness of teaching could however be impacted by barriers to teaching/learning. This article therefore examines systemic barriers to the effective teaching/learning of French in the Ghanaian educational system taking into account policy and curriculum arrangements. Data was collected through interviews and documentary evidence from stakeholders including career-oriented students, Ghanaian professionals and heads of department of French. From the qualitative perspective, the data was analysed using a thematic approach and content analysis. Findings revealed that there are systemic barriers to the effective teaching/learning of French at the secondary and tertiary levels in Ghana. These include absence of policy for teaching/learning French in Technical and Vocational Education Training institutions (TVET institutions), inaccessibility of the French language to students in career-oriented programmes and inappropriate alternation of French with other subjects. In view of these findings, the study recommends a review of policies and subject combinations regarding the teaching/learning of French at the secondary and tertiary levels of the Ghanaian educational system, in order to ensure a seamless progression in the study of the language and its positive impact on the socio-economic development of the country.