Mediating Writing in Multilingual Classrooms: A Study of Colleges of Education Pre-Service Teachers’ Pedagogies in Ghanaian Basic Schools (Published)
Writing instruction is among the most intricate dimensions of English language teaching, especially for pre-service teachers negotiating the boundary between theory and practice. This study examines the challenges faced and strategies employed by final-year pre-service teachers teaching English Language Writing in Ghanaian basic schools. Anchored in a pragmatist paradigm and a sequential explanatory design, the study surveyed 212 pre-service teachers (Cronbach’s α = .82), followed by semi-structured interviews. The descriptive analysis of the survey and the thematic analysis of the interviews converge on two principal challenges. Most respondents cited heterogeneous proficiency (84%) and insufficient materials (79%) as persistent constraints. Conversely, task sequencing, mentor feedback, and collaborative writing emerged as consistently effective pedagogical strategies. Framed by Vygotsky’s Socio-Cultural Theory (SCT), the findings show how mediation, scaffolding, and collaborative learning enable interns to translate theoretical knowledge into responsive classroom practice. The study contributes to teacher education literature by extending SCT applications to pre-service teacher preparation in multilingual and resource-variable contexts. Strengthening structured mentorship, embedding differentiated writing instruction in teaching practice expectations, and improving resource provision to consolidate a sustainable and inclusive writing pedagogy during internships are recommended.
Keywords: Colleges Of Education, English language teaching, Pedagogies, Pre-Service Teachers, multilingual classrooms, writing
Problems of Learning Foreign Languages in Colleges of Education and Universities in Nigeria: A Comparative Study of English and French Languages (Published)
In this study, an attempt has been made to vividly unveil some areas that serve as barriers to easy and effective learning of French and English languages Colleges of education and Universities in Nigeria. It is evident that the teaching and learning of foreign languages in Nigeria, a country of diverse ethnic groups, are hard hit by series of problems. It is hoped that through various researches that highlight different aspects of the learners difficulties, their trauma will be greatly reduced. In view of this, we have made a comparative analysis of the problems and proffered possible solutions to help the teacher as well as the learners. Be it English as a second language or French as a second official language in Nigeria, both are foreign and must be considered as much. Pedagogical approaches are proposed in the paper to enhance the teaching of these languages in Nigeria.
Keywords: Colleges Of Education, English, French Languages, Learning Foreign Languages, Nigeria, Universities