Daniel Afrifa-Yamoah1*, Charles Djorbua2, Dora Mensah3, Georgina Brookman-Andoh4
1 Department of Interdisciplinary Studies, University of Skills Training and Entrepreneurial Development, Kumasi, AG-0840-0069, Ashanti Region, Ghana
2 Department of Languages, Presbyterian College of Education, Akropong, E2-0001-8885, Eastern Region, Ghana
3 Department of Languages, Akrokeri College of Education, Akrokeri, AH-1673-1229, Ashanti Region, Ghana
4 Department of Languages, St. Louis College of Education, Kumasi, AD-151-2572, Ashanti Region, Ghana
AbstractPronunciation teaching in Ghanaian secondary schools takes place in multilingual classrooms where English is used alongside numerous Ghanaian languages. Teachers must also work with large classes, limited specialist preparation, uneven access to audio resources and an assessment culture that gives written performance greater visibility. This theory- and concept-based practice article presents the Ghana Teacher-Mediated Pronunciation Instruction (G-TMPI) framework. Grounded in intelligibility-oriented pronunciation research, multilingual pedagogy, and evidence on explicit instruction, the framework treats Ghanaian English as a legitimate variety while prioritizing speech features that cause recurrent communication difficulty. Its seven-component cycle combines diagnosis, concise explanation and modeling, multilingual comparison, linked perception and production, communicative transfer, selective feedback, and learner self-monitoring. The article translates these principles into a flexible 12-week sequence and a worked classroom lesson that can be implemented with a shared speaker, paper materials, and one recording device. It also distinguishes low-stakes classroom evidence from the larger-scale research needed to establish effectiveness. G-TMPI positions teachers as diagnosticians, models, feedback designers, and sociolinguistic guides rather than enforcers of an imported accent norm.
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