Bilingual Pedagogy and Learner Engagement in Grammar Instruction in Rural Junior High Schools in Ghana: Implications for Language Policy Implementation

Abstract

Although Ghana’s language-in-education policy mandates the exclusive use of Ghanaian languages up to Basic 3 and English-only instruction from Basic 4 upward, classroom realities in rural junior high schools reveal a striking mismatch between policy prescriptions and pedagogical practice. Despite the formal monolingual orientation of the policy, many teachers continue to draw on learners’ L1 as a practical resource for explaining grammatical concepts and enhancing comprehension. Guided by Schmidt’s Noticing Hypothesis, this study explored how bilingual pedagogy influences learner engagement in grammar instruction and the implications for language policy implementation in rural Ghanaian junior high schools. The study employed qualitative case study design, involving twelve purposively selected English teachers from rural schools in the Oti and Volta Regions. Data was gathered through interviews, classroom observations, and document analysis, and analyzed thematically using Braun and Clarke’s framework. Findings showed that teachers employed translanguaging, code-switching, and comparative grammar explanations to foster comprehension and participation, yet these practices remain unofficial and unstable due to policy ambiguity, institutional pressure for English-only instruction, and insufficient preparation in bilingual pedagogies. The study concludes that bilingual pedagogy enhances learner engagement by promoting conscious linguistic noticing but remains hindered by unclear policy direction and lack of teacher training. It recommends operationalizing Ghana’s policy to legitimize and support bilingual classroom practices.