Abstract:
The English language curriculum for primary schools in Ghana spells out the various aspects, topics and sub
topics that teachers must teach the child within a specified time. The syllabus again specifies the various topics
and sub topics that should be taught in an integrated manner so as to enhance meaningful learning. For this
meaningful learning to take place, the teacher should be knowledgeable in the subject with regards to approaches,
techniques and skills that will help the learner achieve a great deal in the learning of the subject.This study
focused on how English language is implemented in the Cape Coast Metropolis of Ghana. The population for the
study was all the 477 basic school teachers within the metropolis. A simple random sampling technique was used
to select 8 schools from each of the 6 circuits in the metropolis. In each selected school, all primary 1 to 6
teachers were automatically selected for the study. In all, 288 teachers formed the sample for the study. 12
teachers were again randomly selected to have their lessons observed after which they were interviewed based
on their teaching. The study found out that teachers within the metropolis encounter so many pedagogical
challenges and so are not able to implement the curriculum well.
