The Language of Instruction Dilemma in Ghana: Making a Case for the Various Ghanaian Languages
- February 2, 2021
- Posted by: RSIS Team
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue I, January 2021 | ISSN 2454–6186
The Language of Instruction Dilemma in Ghana: Making a Case for the Various Ghanaian Languages
Ernest Nyamekye, Daniel Baffour-Koduah
University of Cape Coast, Department of Arts Education
Abstract:- Language plays a significant role in the development of every nation. It mirrors the culture of every society and also reflects the social realities of every nation. It is not surprising, therefore, that every nation goes extra miles in an attempt to keep their languages from sinking. Every nation that gives her culture a priority would therefore put in every effort to develop their native languages. However, there appears to a higher level of reluctance concerning the efforts by concerned stakeholders to promote the indigenous languages of Ghana. This reluctance could be attributed to the prestigiousness attached to the study and use of the English language in the Ghanaian educational system. In light of this, the Ghanaian languages have been despised by many. The common rationale for this despicable attitude towards the local languages is that it has been misconstrued by many stakeholders as unfit for promoting academic excellence. In this paper, however, it is argued, based on research findings, that instruction in the various Ghanaian languages must be given the necessary consideration to accelerate the academic performance of students. To achieve this, the paper recommends that teachers must make complementary use of both English and the Ghanaian languages to facilitate learning at the Junior High Level.
Keywords: Ghanaian Languages, Language of Instruction, Language in Education Policy
1. Introduction
The role of language in all facets of human life cannot be overemphasised. It provides a voice to culture and acts as a medium that conveys personality and formed ideas from person to person in a speech community (Anani, 2019a). In education, language is considered a significant and inevitable factor since it is the medium through which knowledge is imparted and shared among teachers and students (Lupogo, 2014). It plays an integral role in the teaching and learning process, irrespective of the topic under review. Students successfully integrate new ideas as they listen, speak, read, and write; thus, if the learners’ language proficiency is weak, so is their learning (Anani, ibid). Oppong-Sekyere et al. (2013) also corroborate the fact that progress in education depends primarily on language as he points out that success in any type of schooling, training, and practice typically depends on the ability to learn and use language effectively. Dube and Ncube (2013, p. 250), also asserts that “education and language are dependent on each other”. Since it is the medium of communication, business, scientific development (Anani, 2019b), the language in education policy of a particular country is, thus considered as a contributing factor to its national development.
