The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities

Mfum-Mensah, Obed

doi:10.1080/03050060500073256

Cited by 43 publications

(41 citation statements)

References 2 publications

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“…This compulsion may be based on the various English-oriented language policies that maintain that mastery of English will make the Ghanaian population literate and subsequently promote national development and also help the country to engage in international competition (Mfum-Mensah, 2005). Students who do not use English language in class, and sometimes out of class are given various forms of punishment.…”

Section: Discussionmentioning

confidence: 99%

“…Many researchers have reported studies where communities, parents, schoolchildren, school authorities and other stakeholders have said over and over again that English is equal to education and that those who are proficient in English gain comparative education and upward social mobility in the society. They also noted that the use of indigenous languages perpetuates the existing inequalities in the society and in the educational system (see Andoh-Kumi, 1999;Mfum-Mensah, 2005;Owu-Ewie, 2006). It is against this background that our study set out to explore students' motivation for choosing to speak English both in and out of school.…”

Section: English In Ghanamentioning

confidence: 96%

“…English as a medium of instruction in Ghana dates back to the nineteenth century, when the Basel and Wesleyan missionaries started the western-type formal schools in Gold Coast (now Ghana) (Mfum-Mensah, 2005). There was a shift to the use of indigenous languages later in the century; however, the focus went back to the use of English during the rule of the British colonial government.…”

Section: English In Ghanamentioning

confidence: 99%

See 2 more Smart Citations

“Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools

Edu-Buandoh

Otchere

2012

Linguistics and Education

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Section: Discussionmentioning

confidence: 99%

Section: English In Ghanamentioning

confidence: 96%

Section: English In Ghanamentioning

confidence: 99%

See 1 more Smart Citation

“Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools

Edu-Buandoh

Otchere

2012

Linguistics and Education

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“…In this study, we focus specifically on the postcolonial linguistic experience. Hence, with reference to Ghana and other African countries, Mfum-Mensah (2005) argued that the issue of the language policy continues to attract attention in postcolonial education reforms in many formerly colonised nations and yet little attention has been paid to the discussion about how colonial education contributed to the shaping of the ideology of the colonised. In light of the above observation, the postcolonial theory paradigm was considered appropriate for this study, which assumes that rural primary school learners are disadvantaged by the failure of teachers to teach in the mother tongue in line with the requirements of the language-ineducation policy of 2006.…”

Section: Methodsmentioning

confidence: 99%

Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe

Ndamba

Wyk

Sithole

2017

iipj

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The purpose of this qualitative study was to explore the perceptions of educators on the barriers to the implementation of the Zimbabwean language-in-education policy, which recommends use of Indigenous languages up to the end of the primary school level. Postcolonial theory informed this case study. Individual interviews and focus group discussions were conducted with 15 rural primary school teachers, 3 school heads, and 2 school's inspectors who were purposefully selected from Masvingo district. Data were analysed using the constant comparative method for thematic coding. The findings revealed that participants strongly believed that the English language offers socio-economic opportunities, a factor which may negatively influence teachers in the implementation of the mother tongue-based policy. Recommendations that inform policy-makers are made.

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“…Studies report that mother tongue-based education may not be supported because indigenous languages are associated with 'powerlessness and insufficiency', both in Ghana (Djité, 2008;Mfum-Mensah, 2005;Williams, 2014), and in India, where such attitudes can be witnessed among children as young as seven (Mohanty et al, 1999). There are thus examples in both contexts of mother tongue education being perceived as a means of perpetuating marginalisation (Lee, 2014 for Ghana; cf.…”

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

Erling

Adinolfi

Hultgren

et al. 2016

Comparative Education

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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]

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The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities

Abstract: To cite this article: Obed Mfum-Mensah (2005) The impact of colonial and postcolonial Ghanaian language policies on vernacular use in schools in two northern Ghanaian communities, Comparative Education, 41:1, 71-85,

Cited by 43 publications

References 2 publications

“Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools

“Speak English!” A prescription or choice of English as a lingua franca in Ghanaian schools

Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe

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

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