Language policy and instructional practice dichotomy: The case of primary schools in Ghana

Davis, Ernest Kofi; Agbenyega, Joseph Seyram

doi:10.1016/j.ijer.2012.04.007

Cited by 17 publications

(22 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This made not only pupils feel happy and enjoy lessons but some teachers as well. This implies that language is critical in pedagogy (Davis and Agbenyega, 2012). As it is argued, when children are taught in a language familiar to them, the learning process not only becomes engaging and meaningful (UNESCO, 2014); but also it imbibes in them a sense of cultural and national identity (Tikly and Barrett, 2011).…”

Section: Discussionmentioning

confidence: 99%

Implications of Medium of Instruction Policy on Teaching and Learning: A Reference to the Perspectives of Teachers in Rural Kindergarten and Lower Primary Schools in Ghana

2021

JEP

View full text Add to dashboard Cite

The research explored the views of teachers in rural schools regarding the relevance of the medium of instruction policy and the challenges they face in implementing it. A qualitative research design was used in which 12 teachers were selected from kindergarten (KG) and lower primary across rural schools in Ghana. Data was gathered using telephone interviews and analysed thematically.The research found that all teachers considered the policy important to their practice and children's learning as it fostered better understanding of lessons and positive feelings among pupils and teachers themselves, thereby making lessons interesting and enjoyable. The research also found that teachers were however, concerned about some challenges militating against successful implementation of the policy in rural schools. Not only were parents not supporting teachers as they rather preferred that their children be taught in the English Language only but also there were no teacher's reference materials including textbooks in the local languages to support them. The training that teachers received in the local languages was also inadequate to make them proficient in them. Yet, they were posted and or transferred to teach in the KG or lower classes in schools that they had no knowledge of pupils' mother tongue.The research recommends effective training programmes for teachers in the local languages and deploying teachers to schools in communities that they are proficient to teach. The Ghana Education Service in collaboration with the Ministry of Education and all relevant stakeholders in children's education should also mobilise resources to produce teaching and learning materials in the local languages.

show abstract

Section: Discussionmentioning

confidence: 99%

Implications of Medium of Instruction Policy on Teaching and Learning: A Reference to the Perspectives of Teachers in Rural Kindergarten and Lower Primary Schools in Ghana

2021

JEP

View full text Add to dashboard Cite

show abstract

“…Findings also report strong ideologies of English as a language of education, economic development and social mobility (James and Woodhead, 2014;Woodhead et al, 2012; see also Seargeant and Erling, 2011), as well as assumptions regarding the value of English in the labour market (Erling, 2014;Roy, 2014) and as the language of opportunity (Davis and Agbenyega, 2012;Davis et al, 2013; see also Trudell, 2007). Davis et al (2013), for example, show how Ghanaian students prefer being taught mathematics through English, despite difficulties in speaking, reading and understanding the language because they feel that this will help them to succeed in the world (see also Edu-Buandoh and Otchere, 2012).…”

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Erling¹,

Adinolfi²,

Hultgren³

et al. 2018

English as a Medium of Instruction in Postcolonial Contexts

View full text Add to dashboard Cite

show abstract

Section: Research Into Perceptions Of Language and Language Policymentioning

confidence: 99%

“…Studies from Ghana recommend starting English later in the curriculum to give students more time to learn the language before they are asked to learn through it (Alidou et al, 2006;Davis and Agbenyega, 2012;Davis et al, 2013). However, the percentage of teaching in local languages and English, and when and how the shift occurs might be best decided at local levels with consideration of the linguistic ecology of the area and the levels of multilingualism and English proficiency.…”

Section: Decentralising Language-in-education Policymentioning

confidence: 99%

“…Within schools, ministers, local authorities, head teachers, teachers, parents and students should all be informed about the language-in-education policy adopted, as well as research concerning the value of using the mother tongue as the MOI (Davis and Agbenyega, 2012). Alidou et al (2006:83) suggest, for example, that the public should be informed of 'the critical role of both African languages and other languages of wider communication for successful and sustainable development of literacy, success in education, and national development'.…”

Section: Greater Collaboration Between Stakeholdersmentioning

confidence: 99%

See 1 more Smart Citation

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Erling

Adinolfi

Hultgren

et al. 2016

Comparative Education

View full text Add to dashboard Cite

While the MDGs and SDGs seek to ensure inclusive and equitable quality education, they rarely address the issue of Medium of Instruction (MOI). Increasing attention is being paid to appropriate and feasible language-in-education policies in LMICs and evidence which demonstrates the benefits and challenges of various policy options. Research in this field, though, tends to be diversified, with a range of small-scale empirical studies scattered among a number of disciplinary contexts. There is therefore a need to consolidate and systematically identify the extent to which this diverse body of literature has evaluated the various languagein-education policy options. To this end, this paper reports on a rigorous literature review of MOI-related research on Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: The first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar 2 issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [283 words]

show abstract

Language policy and instructional practice dichotomy: The case of primary schools in Ghana

Cited by 17 publications

References 3 publications

Implications of Medium of Instruction Policy on Teaching and Learning: A Reference to the Perspectives of Teachers in Rural Kindergarten and Lower Primary Schools in Ghana

Implications of Medium of Instruction Policy on Teaching and Learning: A Reference to the Perspectives of Teachers in Rural Kindergarten and Lower Primary Schools in Ghana

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Contact Info

Product

Resources

About