Abstract:

Ghana introduced a New Standard-Based Curriculum in Basic Schools, and to promote literacy, imagination, and creativity, an integrated approach to teaching English language and Literature is recommended. This study explored the teaching of integrated English Language and Literature in the Dahinsheli Junior High School. A qualitative research approach and an Exploratory Case Study Design were employed. An observation checklist and interview were used for data collection. Basic 7 and 8 students and their teachers were purposively sampled for the study. Using thematic analysis, the results indicate that the teachers employed diverse and innovative teaching strategies, However, it was observed that the integration was more pronounced during literature lessons and nonexistent during language lessons. Also, the voluminous nature of the curriculum, limited time allocation, inadequate teaching aids, and lack of professional development were challenges teachers face as they implement the curriculum.