Legon Journal of the Humanities

Introduction to Special Issue

Ildiko Csajbok-Twerefou — 2024-11-29

Several researchers have underscored the role of foreign language education in overcoming linguistic barriers, fostering global citizenship, and promoting shared values. These studies emphasise the societal benefits of language learning, such as cultivating empathy, mutual respect, and cross-cultural understanding. They also highlight the interconnection between migration and language evolution, thus, reinforcing the relevance of sociolinguistic studies on cultural exchange. For example, research on the impact of language immersion programmes demonstrates their influence in bridging cultural gaps and broadening global perspectives. Others refute the long-standing negative societal reaction towards code-switching, thus challenging linguistic imperialism while celebrating diversity, and offering innovative insights for language teaching. This introduction to the special issue on overcoming linguistic barriers, advancing global citizenship, and embracing humanism through foreign language education presents a theoretical backdrop to these areas of foreign language education, with a focus on its sociolinguistic dimensions. The authors highlight, among other things, the role of language in fostering national unity and cultural diplomacy, providing lessons for multilingual societies. They also show how, collectively, the contributions affirm the value of language education as a tool for forging social ties. They conclude that the papers in the issue advocate for educational practices that embrace linguistic diversity, which will equip people to better navigate today’s globalised world

English in Brian Chikwava’s Harare North: The blueprint of the ideal global English

Dunlop Ochieng — 2024-11-29

Different studies on the fascinating language in Chikwava’s Harare North have yielded inconsistent findings, implying shortcomings in the methodologies and the need to study the phenomenon further using more robust methodologies. Consequently, the present study employed an artificial intelligence application, iAsk.ai, to objectively analyse and synthesise diverging findings on the novel’s language. The study finds that the author uses every linguistic resource at his disposal and is not bound to a specific setting. He mixes standard Englishes with native non-standard Englishes and non-native Englishes with pidgin Englishes. He Africanizes English and code mixes it with Zimbabwean languages and major African lingua francas. He uses Africanized names, colloquial English and slang. I baptise the style Globlish, which I define as a style of presentation that permits the user to exhaust his/her repertoire without care for standard English. The style helps the author to portray realism in characters and settings, exhibit polyglotism, resist English imperialism, and exhibit identity. Its use in fiction romanticises an ideal global English, valuing every speaker’s culture, background, affiliation, and linguistic profile.

Motivational factors and cultural impact of language immersion programmes: Perspectives from the University of Ghana

Josephine Araba Duncan Ofori — 2024-11-29

Language immersion programmes have been crucial to the curriculum of the Department of Modern Languages at the University of Ghana, allowing students to spend an academic year in countries where target languages are spoken. This research investigates the motivational factors driving student participation and the impact on cultural understanding. Through the use of a survey involving semi-structured questionnaires, it examines the experiences of students in the Spanish Section over the past nine years. Findings show that language immersion programmes enhance cultural understanding and that students are motivated by both intrinsic and extrinsic factors. The study also reveals that language learners from the research setting encounter certain challenges such as financial constraints, adaptation difficulties, and culture shocks that need to be addressed to enhance the effectiveness of these programmes. These insights highlight the need to reassess and expand language immersion opportunities for students at the University of Ghana.

Ghanaian and Nigerian linguistic transfer in the Spanish and Pichi of Equatorial Guinea

Ewurama Okine — 2024-11-29

This paper discusses lexical evidence of Ghanaian and Nigerian language contact in Spanish and Pichi (an English-lexifier creole), two languages spoken in Equatorial Guinea. Existing research on the lexicon of Equatoguinean Spanish and Pichi has centered primarily on the European and Bantu origins of guineanismos that are loanwords and neologisms in Equatoguinean vocabulary. Despite the geographical proximity between Ghana, Nigeria, and Equatorial Guinea, research on cross-cultural and linguistic connections between these three multilingual countries is scant. This study seeks to fill the gap with an analysis of lexical borrowings gathered from fieldwork and secondary online sources. The objective of this paper is to increase visibility on the linguistic, historical, and cultural connections between two Anglophone countries and a Hispanophone country in sub-Saharan Africa. Findings on these connections can further inspire the design of authentic pedagogical materials for the language and culture classroom.

Arabic language use in Ghana: Retrospect and prospects

Alhassan Abdur-Rahim Husein — 2024-11-29

Since the introduction of the Arabic language in Ghana in the fifteenth century, it has witnessed significant growth shaped by various historical and contemporary developments. This study highlights the factors that have characterised its development and usage over time. Through a qualitative desk research approach, in which data collected were analysed using thematic analysis, this study explores the dynamics that have influenced the growth of Arabic. It also examines current trends in Arabic education within the country. The findings of this study show that Arabic scholarship is well-established in Ghana. The current initiative of the National Council for Curriculum and Assessment (NaCCA) to standardise the curriculum will facilitate its integration into more schools, ensuring continuity in its teaching and learning. This study underscores that Arabic is likely to become a prevalent subject at the pre-tertiary and tertiary levels, as it has emerged as an instrument of political engagement during election campaigns, where politicians leverage its religious significance to establish a connection with the Muslim community and garner their support. These developments highlight the broader socio-political implications of Arabic education in Ghana, influencing educational, community, and national dynamics.

Towards mastery and performance: The stakes for the University of Ghana language learner

Sarah Marjie — 2024-11-29

Previous studies on the motivation of students studying foreign languages in the Ghanaian context have focused on students’ perceptions about the languages they are studying and how these affect their motivation. Most of the studies show that learners at the tertiary level are most likely to be extrinsically motivated. Although studies on students’ perception of foreign language learning in recent years have gradually shifted their focus to the goals pursued by the learner, not much attention has been given to the type of goals that the language learner adopts at the University of Ghana. This paper uses goal orientation theory to investigate the motivation and learning orientation of 38 French and 33 Kiswahili third-year students at the University of Ghana. It also focuses on other factors, such as individual goal settings and how these impact learners’ foreign language learning experience. The findings show that most participants studying French or Kiswahili are mastery-oriented, as most considered communication and personal development as their reasons for choosing the languages. However, they pursue a performance approach goal when preparing for exams.