Abstract:
Conceptualising how English as the instructional language responds to difference is
prerequisite to orchestrating inclusive pedagogy, whole schooling, and effective teaching and
learning of mathematics. The purpose of this study was to explore the intersection of English
as an instructional language and inclusive pedagogy in two mathematics classrooms in two
primary schools in Ghana. Through classroom observations and interviews with teachers and
primary school pupils across two primary schools in Cape Coast in the Central region of
Ghana, we explored and presented case examples of how English as the instructional
language interlinked with ineffective teaching excluded the majority of pupils during
mathematics lessons. We concluded that teacher professional learning for mathematics
teaching that incorporates inclusive pedagogy and addresses instructional language use can
prepare teachers to incorporate a whole schooling perspective and be responsive to pupils’
learning needs in a more effective way, enabling them to become effective problem solvers in
mathematics.
