Plurilingualism and Curricula Advancement in Colleges of Education in Ghana: Softening the Boundaries between Languages

The study underpinned “Plurilingualism and Curricula Advancement in Colleges of Education in Ghana: Softening the Boundaries between Languages†. The mixed research method was used in extracting data from conference papers from the Common European Framework of Reference for Languages (CEFR) and published reports on the subject matter as well as administering the battery of test (questionnaires) to 650 respondents, selected through simple random sampling from a population of 1000. The findings were analyzed using Statistical Product and Service Solutions (SPSS, 22.0). The study found that significant level of 0.65 vehemently agreed for the inclusion of plurilingual approach in the curricula advancement of teaching English Language in Ghana’s Colleges of Education. Thus, besides English Language as the instructional language in schools, basic foreign languages like Chinese and German (German Deutsch) should be inculcated in the curriculum of tertiary institutions and made compulsory for all students whilst concurrently laying emphasis on minority local languages for a lasting cultural heritage. There was also significant statistical emphasis towards adoption of plurilingual approach in the teaching philosophy of Communication Skills. The researchers believe adoption of plurilingualism in the teaching methodology of Communication Skills(English Language) leading to softening of language barriers would culminate in: making graduates internationally ready for export especially amongst teacher and nursing trainees; ensure regional integration and further enhance Ghana’s cultural heritage. In tandem with the research findings, the researchers recommended adoption of plurilingualism in the teaching philosophy of Communication Skills in Ghana’s tertiary institutions in the earliest possible time since globalization remains the architect of economic growth and regional integration.