Several studies have shown that authentic learning facilitates learners' acquisition of knowledge, understanding of concepts and application of skills to solve real life problems. This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills. The objective of the study was to observe students' reaction to authentic learning, to find out their learning styles and to find out their views about the authentic learning tasks and activities. The study adopted observation and a qualitative free text comments approach to collect data about students' reaction to the authentic learning activities and students' learning styles. In addition, focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented. The paper presents the views of students about the authentic learning tasks and activities that were implemented. The students reacted positively to the authentic learning tasks and activities and expressed satisfaction. The findings of the study demonstrate that authentic learning can be used to enhance the academic literacy skills of ESL learners.

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The language policy in Ghana's educational system has become an issue of debate in recent years. A change in the language policy from the local languages as the medium of instruction to English for the first three years of primary school in the year 2002 was reversed in 2004. It is obvious that the language policy adopted does not reflect in improvement in school achievement. The debate must go beyond the use of English or the local languages for the first three years of primary education to address the real issues that hinder school achievement. This paper examines the factors that hinder school achievement in Ghana and other developing countries. The paper argues that the problem of poor academic performance in Ghana is not due to the language policy adopted. The paper points out that the language policy is just a veil that the politicians use to perpetuate the use of English as the language of rule in the higher domains in order to preserve the privileges with which this language is associated. The paper concludes that politicians in Ghana use the language policy in education as a means to perpetuate elite closure.

An abstract represents the summary of a piece of writing. Genre and metadiscourse analytical studies could highlight move variations in abstracts. The study aimed to investigate variations in the academic conference abstracts of the hard and soft sciences with a focus on rhetorical structure/sequence and the use of hedges/boosters. A corpus of sixty (60) abstracts was used for the study; this comprised 30 abstracts each from the soft sciences and the hard sciences. The abstracts were selected from two conference proceedings. The framework of rhetorical moves for abstracts comprising introduction (I), purpose (P), method (M), product (Pr), and the conclusion was used for the analysis of the rhetorical sequence of the abstracts. The abstracts were further analysed for their use of boosters and hedges. From the results, 43.3% of hard sciences abstracts (HSA) and 33.3% of soft science abstracts (SSA) followed the framework used. Furthermore, purpose, method, product, and conclusion were obligatory moves whereas the introduction move was optional in the SSA. On the other hand, only method and product moves were obligatory with the rest being conventional in SSA. The most dominant move sequence for HSA was I-P-M-Pr-C (46.7%) followed by I-M-Pr-C (17%) and I-P-M-Pr (17%) whereas P-M-Pr-C (43.3%) was the most dominant sequence followed by I-P-M-Pr-C (33.3%) for the SSA. The hard sciences abstracts and the soft sciences abstracts do not show marked differences in the authors’ use of boosters and hedges. Pedagogical implications of the findings of this study are useful particularly for academic conference applicants, academic writing instruction as well as advancing genre and metadiscourse research in conference abstracts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0044/a.php" alt="Hit counter" /></p>

One way that Ghanaian universities admit undergraduate students is an examination organised for candidates who are twenty-five years and above. This examination is known as the Mature Students’ Entrance Examinations (MSEE). This paper argues that the English language component of the MSEE should not only be used for placement purposes, but, also, for diagnostic purposes. A desk survey approach to research was adopted involving 43 relevant literature which were reviewed and synthesised. The study indicates that academic writing, referred to as Communication Skills, falls under the domain of English for Academic Purposes in an English as a Second Language setting like Ghana. It is further advanced that Communication Skills is essential for the performance of students in school. The paper, therefore, argues for the English language component of the MSEE to be used not only for placement purposes but for diagnostic purposes. The study recommends that the latter approach should be included since it will help improve the performances of students in Communication Skills.   Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021