Akan Traditional Games: An Indispensable Tool in Ghanaian Language Classroom in Respect to Classroom Interaction

Abstract

This investigation examined the potential of incorporating Akan traditional games as an effective tool for enhancing classroom interaction in Ghanaian language classrooms. The study recognizes the importance of creating an engaging and interactive learning environment to facilitate language acquisition and cultural appreciation. Drawing upon previous research on the benefits of game-based learning, the paper investigates the specific role of Akan traditional games in promoting communication, collaboration, and cultural understanding among students. The investigation employs a single-methods research design, qualitative data collection techniques. A sample of (100) participants from Berekum Municipal, Mampong Municipal and Sekondi – Takoradi Municipal were selected, to represent a diverse range of socio-economic backgrounds and language abilities as population sampling. Observation and interviews were conducted to gather qualitative data, allowing deeper understanding of the factors supporting the investigation.

The investigation revealed that, traditional games facilitate communication skills, preservation of Cultural Heritage, teamwork, enhanced classroom interaction. The study identified the benefits of incorporating traditional games in terms of learner motivation, engagement, language proficiency and ability to promote participation and excellent engagement. The theory that buttressed the investigation was Vygotsky (1930) sociocultural theory. This theory emphasizes the role of social interaction and cultural context in children's cognitive development.

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Keywords: Active learning, Akan traditional games, classroom interaction, cultural heritage language learning, educational tools, Ghanaian language classroom