Teacher trainee sociolinguistic backgrounds and attitudes to language-in-education policy in Ghana: a preliminary survey

Yevudey, Elvis; Agbozo, G. Edzordzi

doi:10.1080/14664208.2019.1585158

Cited by 13 publications

(5 citation statements)

References 17 publications

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“…However, the study revealed that factors that determined language choice were gradually undergoing some changes. Furthermore, studies from the country reveal that students' lack of competence in English and the linguistic gap in the indigenous languages are the pragmatic factors that influence language choice in Ghanaian classrooms (Agbozo, 2015;Yevudey & Agbozo, 2019;Yevudey, 2013). On the academic performance of the bilingual speaker, studies conducted indicate that students who combine English and native Ghanaian languages at home perform better than those who use only English or Ghanaian languages (Ameka, Ahadzi & Essegbey, 2015).…”

Section: Review Of Literaturementioning

confidence: 99%

Language Choice Among Children of Couples of Different Languages: A Case Study of Techiman Municipality in the Brong Ahafo Region of Ghana

Anto,

ResCue,

Frimpong

2024

Indian J. Lang. Linguist.

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Ghana is a multilingual country with an average Ghanaian being exposed to at least more than one language. This linguistic situation often impacts language choices among bi/multi-lingual families where parents from different linguistic backgrounds face the reality of deciding which language(s) to expose their children to. This study investigates possible opportunities and challenges that the children of Ghanaian couples of different languages face in choosing the language(s) to speak with either parents or both parents at home using families in Techiman in the Bono East Region of Ghana as a case study. The study, therefore, sought to answer the key question, “What language(s) do children of couples of different languages speak at home with their parents?” Using the purposive sampling technique, the study collected data using questionnaires which were analysed using the bivariate data analysis procedure of Content Analysis (CA). The analyses of the data show that the children of couples of different languages spoke English and Twi/Bono as the major unmarked codes used at home. Some other languages such as Dagomba/Mampruli, Gonja, Sissala, and Hausa were also used at home by a minority of the respondents. The study further found that speaking multiple languages helped the children to make friends seamlessly and to participate in school, church, and mosque activities, and the languages play certain roles in those domains. The study also shows that the main domains where the children of Ghanaian couples of different languages choose a particular code or language are schools, churches, and markets. The outcome of the study contributes to studies on family language use and has implications for language maintenance.

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Section: Review Of Literaturementioning

confidence: 99%

Language Choice Among Children of Couples of Different Languages: A Case Study of Techiman Municipality in the Brong Ahafo Region of Ghana

Anto,

ResCue,

Frimpong

2024

Indian J. Lang. Linguist.

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“…This 'translanguaging' practice is described e.g. by Yevudey and Agbozo (2019). However, if the language of examination remains English, this will only offer limited scope for improvement.…”

Section: How Could a Transition Be Made?mentioning

confidence: 99%

Issues in introducing indigenous languages in higher education in Africa

Oloruntoba–Oju

Pinxteren

2022

LPLP

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As the most populous African nation, with one of the most diverse, and problematic, ethnolinguistic profiles in the world, Nigeria provides a case study for the potential introduction of indigenous languages in (higher) education delivery in once colonised territories. We argue that increased enrolment in higher education will become necessary for Nigeria to attain its developmental goals. We then discuss the limits to what the Nigerian educational system can be expected to achieve using English as the medium of instruction. Once these limits are surpassed, the gradual addition of a limited number of Nigerian languages will become inevitable. We propose to make use of a distinction between languages as designed (or intellectualized) and languages as discerned, inspired by the terminology of ‘Ausbau’ and ‘Abstand’ languages as used by Kloss. The article briefly reviews the complex linguistic makeup of Nigeria and outlines a number of principles that could guide rational language choices in this area, such as ease of acquisition and inclusivity. It ends with suggesting a number of concrete steps that should be taken over the coming years in order to make the introduction of indigenous languages into higher education in Nigeria a practical possibility.

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“…These problems can be mitigated for a while if teachers and students use Ghanaian languages in addition to English. This strategy is known as 'translanguaging', as described by, for instance, Yevudey and Agbozo (2019) and Yevudey (2015). However, if English is kept as the language of examination, this will only offer temporary solace.…”

Section: Ease and Difficulty Of Language Learningmentioning

confidence: 99%

“…The literature commonly characterises the linguistic situation of Ghana as one of diglossic multilingualism (Yevudey and Agbozo, 2019). Diglossia generally means that there is a marked difference in status and domains of use between the official language (English) and all other languages.…”

Section: Introductionmentioning

confidence: 99%

The policy relevance of indigenous languages for higher education in Africa: A Ghanaian perspective

ResCue

Pinxteren

2022

Policy Futures in Education

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Now that the goal of universal primary education has been achieved in Ghana, the nation’s aim is to expand higher education as a key to development. We argue that this expansion will necessitate the gradual addition of Ghanaian languages as a medium of instruction. We innovatively explain why this is so by comparing the achievements of the Ghanaian education system with one of the best education systems in the world. We use the conceptual distinction between ‘discerned’ and ‘designed’ languages to discuss the problem of which languages to choose. We propose five scientific principles that could guide the introduction of Ghanaian languages and suggest concrete steps that could be taken over the coming years to make the transition practically possible. As such, we present a way of looking at using indigenous languages as a medium of instruction that has relevance for other African countries as well.

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Teacher trainee sociolinguistic backgrounds and attitudes to language-in-education policy in Ghana: a preliminary survey

Cited by 13 publications

References 17 publications

Language Choice Among Children of Couples of Different Languages: A Case Study of Techiman Municipality in the Brong Ahafo Region of Ghana

Language Choice Among Children of Couples of Different Languages: A Case Study of Techiman Municipality in the Brong Ahafo Region of Ghana

Issues in introducing indigenous languages in higher education in Africa

The policy relevance of indigenous languages for higher education in Africa: A Ghanaian perspective

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