Kwasi Opoku‐Amankwa
Biographic Data
| ID | 6521025 |
|---|---|
| NAME | Kwasi Opoku‐Amankwa |
| GIVEN NAMES | Kwasi |
| FAMILY NAME | Opoku‐Amankwa |
| SIGNATURE | AMANKWA K O |
| AFFILIATIONS | Kwame Nkrumah University of Science and Technology |
| ORCID | 0000-0001-5143-0746 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana
This paper examines two literacy development programmes in basic school classrooms in Ghana: a books scheme for primary schools, mounted by the Ministry of Education in 1998 with support from the Department for International Development, UK, (DfID), and a reading assessment programme (Opoku-Amankwa and Brew-Hammond, 2011) aimed at promoting reading and improving quality of education especially at the basic level. The study reveals that very littl…
‘Literacy is the ability to read and write English’
How do teachers define literacy, and how do their perceptions influence their approach to the teaching and learning of literacy? These and other questions relating to literacy generally formed the focus of this ethnographic case study in two urban public primary schools in Ghana. The paper also considers teachers' views on mother tongue literacy. Teachers tend to perceive literacy as the ability to read and write English or an international langu…
English-only language-in-education policy in multilingual classrooms in Ghana
This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English – an unfamiliar language – creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in …
English-only language-in-education policy in multilingual classrooms in Ghana
This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English – an unfamiliar language – creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in …
English-only language-in-education policy in multilingual classrooms in Ghana
This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English – an unfamiliar language – creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in …
‘Literacy is the ability to read and write English’
How do teachers define literacy, and how do their perceptions influence their approach to the teaching and learning of literacy? These and other questions relating to literacy generally formed the focus of this ethnographic case study in two urban public primary schools in Ghana. The paper also considers teachers' views on mother tongue literacy. Teachers tend to perceive literacy as the ability to read and write English or an international langu…
Literacy in Limbo? Performance of Two Reading Promotion Schemes in Public Basic Schools in Ghana
This paper examines two literacy development programmes in basic school classrooms in Ghana: a books scheme for primary schools, mounted by the Ministry of Education in 1998 with support from the Department for International Development, UK, (DfID), and a reading assessment programme (Opoku-Amankwa and Brew-Hammond, 2011) aimed at promoting reading and improving quality of education especially at the basic level. The study reveals that very littl…
Literacy (3 works) · Pedagogy (3 works) · Psychology (3 works) · First language (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Perception (2 works) · Reading and Literacy Development (2 works) · Second Language Learning and Teaching (2 works)