Journal of Communication and Cultural Trends
The Journal of Communication and Cultural Trends (JCCT) is a bi-annual, double-blind, peer-reviewed, open-access journal, edited by the editorial board of the journal. The JCCT mainly addresses the research articles under the domains of English (American and Asian) Literature, Applied Linguistics, Linguistics, TESOL, ELT, Intercultural Communication, etc.
Department of Linguistics and Communication, University of Management & Technology, Lahore, Pakistan
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ESL Teachers’ Emotional Intelligence and Favoritism’s Effects on Students’ Motivation in Pakistani Public and Private Sector Universities: A Computational Analysis
This study explores how ESL teachers’ emotional intelligence and favoritism influence the quality of education in Pakistani public and private sector universities from students’ perspectives. Previous research has largely examined emotional intelligence, favoritism, and students’ motivation separately, leaving their interrelationship insufficiently explored. This study addresses this gap by investigating how these factors affect students’ motivation and well-being and, consequently, their academic experiences. Guided by Albert Bandura’s Social Cognitive Theory, the study adopted a mixed-methods approach. Quantitative data were collected from 150 BS and MS English students using a Likert-scale questionnaire to address Research Questions 1 and 3. To gain deeper insights into Research Questions 1, 2, and 3, qualitative data were gathered through group discussions with 50 ESL teachers. The quantitative and qualitative data were analyzed using R programming to examine how the identified themes reflected teachers’ perceptions. Participants were selected through purposive sampling. The findings reveal that students hold mixed perceptions regarding teachers’ emotional intelligence and favoritism, highlighting the need for improvements in teacher training. The study concludes that university administrators and English department heads should implement policies that minimize favoritism and promote socio-emotional learning. The findings further indicate that students are aware of gender- and class-based advantages, contributing to the broader discourse on equity in Pakistani higher education.
Copyright (c) 2026 Salma Naeem, Faria Kiani https://creativecommons.org/licenses/by/4.0
African Proverbs, Pragmatic Morality, and Ideology in Chinua Achebe's Things Fall Apart and Ola Rotimi's Kurunmi
Proverbs are central to African literature, serving as both stylistic devices and cultural resources. However, they are increasingly underutilized in contemporary African societies due to their transformation through satire, irony, humour, and parody. This study investigates the experiential and textual metafunctions of proverbs in Things Fall Apart by Chinua Achebe and Kurunmi by Ola Rotimi, employing Systemic Functional Linguistics (SFL) as the analytical framework. Forty proverbs were purposively selected (20 from each text) and analyzed for transitivity patterns and Theme–Rheme structures using a combination of quantitative content analysis and descriptive interpretive analysis. The findings indicate that Things Fall Apart predominantly employs material and relational processes, foregrounding individual morality, social mobility, and justice. In contrast, Kurunmi favors relational and behavioural processes, highlighting collective resilience and communal accountability. Theme analysis further reveals distinct ideological orientations: Things Fall Apart emphasizes hierarchical morality, whereas Kurunmi centers on agency and interdependence. The study demonstrates that proverbs function as powerful vehicles for cultural transmission and continue to reinforce African epistemologies and worldviews.
Copyright (c) 2026 Faosat Biola Olagunju, Rasaq Ajadi, Iman Oluwakemisola Atolagbe https://creativecommons.org/licenses/by/4.0
An Investigation into the Effects of Translanguaging Practices in a Grade 11 Bilingual Classroom
This case study investigates the effects of translanguaging practices in a bilingual Grade 11 classroom. The study was guided by three objectives: to explore the reasons for translanguaging practices, to examine their effects, and to identify the most appropriate situations for their use in classroom settings to maximize learning outcomes. The study contributes to understanding how teachers and learners navigate the challenges associated with first and second language use by highlighting the rationale, benefits, and appropriate timing of translanguaging practices. The research was informed by Williams’ translanguaging theory. In addition, Wei’s perspective on translanguaging emphasizes its role as a dynamic and integrated use of multiple languages and language varieties that extends beyond linguistic systems to promote participatory and flexible language practices. A qualitative case study design was employed to capture the perspectives, experiences, and attitudes of teachers and learners toward translanguaging. Data were collected through in-depth interviews with six teachers selected from a population of 30 teachers and participant observations involving all 42 learners. The data were analyzed using thematic analysis and interpretative methods, including interpretative phenomenological analysis. The findings reveal that teachers frequently use translanguaging to facilitate learners’ understanding of difficult academic content, particularly when teaching vocabulary, technical terms, and complex sentence structures. The study concludes that translanguaging should not be prohibited in schools, as it supports learners facing challenges in comprehension and language development. However, its use should be selective and reserved for situations in which other instructional explanations have proven insufficient, particularly when clarifying difficult terminology.
Copyright (c) 2026 Maria Hashoongo https://creativecommons.org/licenses/by/4.0
Mode of Convergence of Case Adjudication between Judicial and Akan Traditional Courts
Judicial and traditional courts play significant roles in resolving disputes and maintaining social order in many parts of the world, particularly in Africa. These institutions adjudicate both civil and criminal matters that have the potential to disrupt peace and stability. In Ghana, judicial courts are constitutionally mandated to resolve disputes and administer justice, while traditional courts, led by traditional rulers, serve as accessible mechanisms for conflict resolution within local communities. Although traditional rulers play a vital role in promoting peace and order in cities, towns, and villages, their authority as conflict mediators is not formally supported by statutory laws and regulations. This study investigates the points of convergence between judicial and Akan traditional courts and advocates for their complementarity in ensuring effective justice delivery. The concept of complementarity is employed to examine the linguistic similarities within the normative domains of these two adjudicative systems. An observational research approach was adopted to obtain an in-depth understanding of their practices. The findings reveal substantial similarities between the two institutions, suggesting that traditional courts play an important role in the administration of justice and should receive greater institutional recognition alongside the formal judicial system. The study draws on evidence from selected judicial courts across Ghana and traditional courts in the Ashanti Region to examine the similarities in their adjudicative processes.
Copyright (c) 2026 Emmanuel Antwi Fordjour, Charles Ofosu Marfo, Confidence Gbolo Sanka, James Gyimah Manu, Victoria Ogunike Faleke https://creativecommons.org/licenses/by/4.0
Examining ESL learners’ motivation to study Nzema language in the College of Languages Education, University of Education, Winneba
Proficiency in one’s mother tongue is crucial to achieving proficiency and academic success in the second language Learners’ attitudes toward their mother tongue and its speakers play a crucial role in their academic endeavors. Ghana is a multilingual country. Most of these languages are used solely for instruction, while a few are studied as subjects across various levels of education. A major competition exists between English and Nzema in terms of choice of study at the tertiary level. As a result, this paper investigates learners’ motivation to study English as a course and the factors that hinder their learning of Nzema at the College of Languages Education, University of Education, Winneba. The study used a descriptive quantitative approach, with a 20-item questionnaire administered to 39 Nzema students at the College of Languages Education, Ajumako Campus. The analysis showed, inter alia, that although the students have good reasons for studying their mother tongue, several instrumental factors drive their study of English as a course at the tertiary level.
Copyright (c) 2026 John Nyame https://creativecommons.org/licenses/by/4.0