Exploring the Intersection of the English Language as the Medium of Instruction and Inclusive Pedagogy in Primary Mathematics Classrooms in Ghana

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.