Challenges in Using English as the Medium of Instruction for French Language Teaching in Secondary Schools in Ghana: The case of some Selected Schools in Ghana

Abstract

Learning a foreign language not only satisfies the acquisition of linguistic competence but also enable the exploration of a wide range of new cultural and professional opportunities. However, code-switching and code-mixing is one of the problems that arise in the language classroom. This research aimed to investigate the complications arising from the use of English as the main language of instruction for learning French, including the impact on language proficiency, language attitudes and language policies. In this study, we examined the impact of code-switching on the teaching and learning of French in Kumasi High School, St. Louis Senior High School, Accra Academy Senior High School, Achimota Senior High School, Notre Dame Girls’ School, Fiapre, and Wesley Girls’ Senior High School. The study employed the stratified sampling method where we have questionnaires playing a significant role in the aid of data gathering for the study from the different senior high schools across the country and the purposive sampling through interview and observations where some of the participants were physically contacted and those outside of Ashanti, called on phones for an unstructured interview. The study used a qualitative approach (questionnaire, interviews and observations) for data collection, analysis and presentation. The results revealed that learners were interested in using English as a medium of instruction in learning French and code-switching did not influence their learning failure. Some recommendations have been made to eliminate the use of English as a medium of instruction in the classroom.