Letter from Ghana (5) – by Veronica Enyonam Ahiaba
My name is Enyonam Veronica Ahiaba and I am a final year student pursuing a Bachelor of Education in Arts, majoring in English, at the University of Cape Coast, Ghana. I am deeply honoured to be selected as a participant in this year’s ASA Academia project “Shaping educational change: recognizing and breaking colonial patterns in teacher training curricula“, which is focused on transforming English Teaching from a (neo-)colonial system into a more inclusive and context-based practice. It is a six-month project organised in two phases. The first phase spans three months, taking place at the Karlsruhe University of Education (KUE) from April to July, while the second phase is held at the University of Cape Coast (UCC) from September to December. This partnership between the UCC and KUE will significantly shape my intellectual and professional growth as a teacher-in-training.
My academic interest as a teacher-in-training has grown out of both my personal experiences as a learner and my developing experiences within the classroom. When I first began my studies in education, my primary interest was in understanding effective teaching and learning practices, particularly within English Language Teaching. At the initial stage of my training, I was mainly concerned with how teachers deliver lessons, engage learners and improve learners’ language proficiency.
However, as I progressed in my studies and gained more exposure through coursework and teaching practice, my interests began to shift. I started paying closer attention not only to how English is taught but also to the broader structures that shape what is taught. My interactions with learners further deepened this awareness, as I observed that English Language Teaching often places greater value on Western norms of language use while local languages in Ghana receive far less recognition. This led me to cast my mind back to my years in basic school as a student, where Western literary texts and Eurocentric cultural perspectives were often treated as more prestigious than local languages.
While English lessons certainly helped us improve our reading and spelling, many of the stories and examples still revolved around experiences that felt distant from our lives in Ghana. One example that has really stayed with me dates back to our Jolly Phonics lessons, which were designed to help us learn to read and write, yet many of the examples and pictures were based on things we did not really know or see in our everyday lives. As I moved into upper primary, I began to notice that this same pattern had quietly followed me from those early years into our reading lessons. I remember reading passages about snow, autumn leaves and cold-weather activities. It often made me pause and wonder why our lessons rarely reflected what was familiar to us, such as the harmattan season, bustling local markets, traditional festivals like Homowo or the stories we heard from elders at home.
At the time, I could not fully put it into words but it made learning feel removed from my own world. Looking back now, I can see how these classroom experiences subtly positioned Western realities as the norm, while our own local experiences were left at the margins.
All these experiences gradually shaped my current academic interest in critically examining how colonial legacies continue to structure educational systems, particularly within English Language Teaching. More importantly, this interest is driven by my desire to contribute to teaching practices that are more culturally relevant and responsive to the realities of learners.
The ASA Academia experience will strengthen my ability to translate postcolonial theory into practical, classroom-oriented strategies through the design of decolonial ELT units. It will also deepen my understanding of how curricula, methodologies, and assessment practices can either reproduce or disrupt colonial power relations. As I prepare to begin the first phase of the ASA project in Germany, I am reflecting on my journey so far and would like to share this with readers.
My journey in education began at Abetifi Presbyterian College of Education from September 2015 to July 2018 where I obtained my “Diploma in Basic Education” Certificate. There, I underwent professional teacher training in curriculum studies, classroom management, and subject-specific teaching methods to become a professional teacher. During my time at the college, I also had practical teaching experiences through supported teaching in schools, where I applied theoretical knowledge in real classroom settings under supervision.
After completing my training, I was posted to Ankoma District Assembly (D/A) Basic School, a remote village in the Kwahu East District of Ghana to begin my teaching service. I taught at a primary school level for three years, during which I handled English Language, Mathematics, Our World Our People (OWOP), Creative Arts, and Religious and Moral Education (RME) as part of my teaching responsibilities. Working in this rural community exposed me to the realities and challenges of teaching in places where essential teaching and learning resources including textbooks, writing materials, audio-visual aids and adequate classroom furniture are limited and pupils are in great need of study tables and chairs.
Language was a significant challenge, as many of the pupils spoke local languages, making comprehension difficult when facilitators delivered lessons exclusively in English Language because learners understand the lessons better only when it is delivered in their local languages. Additionally, much of the curriculum content felt foreign, particularly the reading passages, phonics examples and cultural references embedded in our lessons.
To support my students at Ankoma D/A Basic School, I adapted my teaching to bridge the language barrier by incorporating their local language alongside English explanations. I was able to do so because, fortunately for me, the local language of the people in the village was “Twi” (one of the 80 Ghanaian languages) and I was also very fluent in Twi.
I contextualized the curriculum content to reflect local culture and community practices, helping pupils see the relevance of what they were learning.Beyond instruction, I encouraged equal participation by giving every learner opportunities to contribute through question-and-answer sessions, pair work and group discussions. This helped to build confidence in their abilities, especially among learners who were initially shy or hesitant to speak in class. I also worked to foster a respectful and safe learning environment where collaboration and dialogue could take place through peer discussions, shared classroom tasks and group presentations.
However, given the large class size of fifty-two learners, sustaining meaningful dialogue was not always easy. In many instances, the more outspoken learners tended to dominate classroom discussions and were often eager to respond immediately, which sometimes made it difficult for the quieter and more introverted learners to have the opportunity to speak. This required careful strategies on my part, such as directing questions to specific pupils, using pair and small-group discussions and intentionally creating space for less vocal learners to share their ideas sometimes making them group leaders.
This early exposure shaped my understanding of how meaningful education must consider both the language of instruction and the cultural relevance of curricular content to truly empower learners. It motivated me to continue my studies and explore decolonial approaches in teacher education and practices that challenge traditional pedagogical models.
I continued my academic journey at UCC where I am currently pursuing my degree in education. What I did not see coming was getting the opportunity to be part of a project that aligns with my goals as a teacher trainee. I am genuinely thrilled to be part of the ASA project. I first became aware of the project when Dr. Dorcas Pearl-Slippe shared the information on our class platform in January 2025, although I did not apply at the time. Later, a friend who participated inProject #1107in that year shared their experience and the learning involved, which sparked my interest and motivated me to apply this time. Joining this initiative presents me with an exciting opportunity to engage with a vibrant community, collaborate with passionate individuals and grow both personally and professionally. I am eager to embrace the journey ahead by learning, contributing and making the most of every opportunity that comes my way.
I am excited not only about the professional opportunities that lie ahead but also about experiencing life outside my home country. Leaving my home country will be both a challenge and an adventure, offering me a chance to see the world from new perspectives, grow personally and gain experiences that will stay with me long after my return. The only country I have travelled to aside from my home country is Togo, which shares a border with Ghana. When I went there, I noticed familiar and closely similar patterns in the cultural and linguistic elements, so it almost felt as though I was still in my home country. It did not really feel like I had travelled to a completely different place.
Since I do not speak German, communication may initially present a challenge. There will likely be moments of hesitation, times when I must rely on translation, context, or patience to fully understand and to be understood. Yet, rather than viewing this transition as intimidating, I choose to see it as transformative.
I will be experiencing multilingualism from a different standpoint, not as someone navigating familiar linguistic hierarchies but as someone adapting within another society’s linguistic framework. This shift demands attentiveness and a genuine willingness to embrace vulnerability. It requires me to listen more carefully and observe more closely. In stepping into this new environment in Germany, I anticipate that my understanding of language will expand beyond theory into lived experience.
I will be accommodated in a private home during my stay and I see this as an important part of the learning experience beyond the formal academic aspects of the programme. I know I will naturally learn a great deal through my day-to-day interactions within the household and shared moments I will have with my host, Ms Ulrike Mauerhofer.
Applying for the ASA program this year was a period of real anxiety for me due to the uncertainty about what the outcome would be. From the very start when I saw the call for applicants, I wasted no time in applying. After submitting my application, I checked my email each morning to see if there were any responses. At the same time, the thought of traveling to Germany and experiencing something completely new kept my mind buzzing with anticipation.
When the acceptance finally came, the relief and joy were overwhelming and all the worry, uncertainty and waiting instantly felt worthwhile. I started getting myself ready for my stay in Karlsruhe. I worked on my travel documents with the support of Professor Isabel Martin and my contact person from Engagement Global, Ms Miroslava Gáborová, ensuring that all documents required for my visa process were complete. At the same time, I began reading about Germany so I could have a sense of what to expect. I found it particularly interesting to learn about the value placed on punctuality, as it seems to play an important role in daily routines and social interactions. I also bought clothes suitable for the weather since the climate differs from that of Ghana.
As I look ahead to this journey, I carry with me experiences in lesson preparation and delivery from home that shaped my development as both a teacher in training and a trained teacher from Ghana. I am also eager to learn, grow, and embrace all that lies ahead. I am grateful to the ASA team for giving me this opportunity and a token of appreciation to Prof. Martin for her assistance throughout the preparation for Germany. While leaving Ghana will be a challenge in its own way, I am ready to step into new experiences, meet inspiring people, and broaden my perspective. I hope that through this opportunity, I can not only gain knowledge and skills, but also bring a part of my home, my values and my vision into everything I do. This is the beginning of a journey I am grateful for, one that I hope will leave a lasting impact on both my personal growth and the communities I serve.
Text by Veronica Enyonam Ahiaba
Photos by Veronica Enyonam Ahiaba, Emmanuel Agyapong, Hannah Awini & Margaret Antwi
Credit for the lecture theatre photo goes to Ora TV (https://www.facebook.com/share/1DzUfLmR11/?mibextid=wwXIfr)
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