Taking a Stance on the Language in Education Policy and Planning in Ghana: Concept Paper

International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186

Taking a Stance on the Language in Education Policy and Planning in Ghana: Concept Paper

Gifty Edna Anani
PhD Candidate, Department of Communication Studies, University of Professional Studies, Accra, Ghana

Abstract: – This paper discusses the writer’s experiences and position on language- in- education policy and planning in Ghana. It opens with an overview of language- in -education policy and planning in Ghana. It then looks at language-in-education policy situation in Ghana and a review of inconsistencies in the language-in-education policy in Ghana. The paper concludes with recommendations to aid policy makers to have effective implementation of language-in-education policy. The paper is based on a literature review and the author’s own experience.

Key words: Language-in-education, language policy, Multilingual, Medium of instruction, indigenous languages.

I. INTRODUCTION

Language -in -education policy and planning in Ghana

Language gives expression to culture and serves as a tool that conveys identity and established ideas from person to person within a speech community. Language plays an important role in the teaching and learning process, regardless of the subject area. Students assimilate new concepts when they listen, speak, read and write; therefore, if learners’ language is weak, so is their learning. Undeniably, with the public space, language is the medium of communication, business and scientific development and because of this, language is a vital factor in national development. Language, in this light, is an embodiment of a nation’s beliefs, values, needs, and expectations. Nations therefore, consider their language policy very important because it touches the very fiber of their existence. And as nation’s vision, needs and interests change, so do their policies. Policies are not cast in stone, so it is therefore not surprising that Ghana’s language policy on education has been in a flux. What is worrying is the lack of clarity on our educational needs and what language policy we think would best serve our national interest. In my 14-years’ experience in teaching at the tertiary level of education, I have observed that language issues in education in Ghana really hinder effective teaching and learning. Some of the main issues are:

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