This term paper gives a concise understanding of language policy in Ghana. The West African region has recently suffered from a number of serious problems. The horrendous outbreak of the Ebola virus has affected countries like Mali, Guinea, Liberia and Sierra Leone. According to the WHO, the official death toll in the region has already exceeded an alarming 5,160 people out of more than 14,000 Ebola cases by mid-November 2014. Although Nigeria's recent declaration of being Ebola free has given some hope, the upcoming elections are overshadowed by terrorist attacks of the Boko Haram group. Burkina Faso's military coup beginning of November led to an interim government; uncertainties still remain whether the county will find its way back to civilian rule.
Against the above-mentioned issues of health and political instability, language and education may indeed seem fairly irrelevant. Still, if we consider the more general socio-cultural dimension of a positive transformation of the African region, language is an important factor in the process. Accordingly, Bernard Spolsky emphasizes the importance of language policy as one of the new major topics in dealing with a society's situation.
Table of Contents
1 Introduction
2 A Theoretical Background: Defining Language Policy
3 The Case of Ghana
3.1 The Language Situation in Ghana
3.2 A Brief History of Education in Ghana: From Non-formal Education to Language Policy
3.3 The Education System of Ghana and the 2002 Language Policy
3.4 Challenging the Language Policy: A Theoretical Background on Bilingualism
3.5 Alternative Suggestion: Late Exit/Gradual Transition Model
4 Conclusion
5 Bibliography
Objectives and Core Topics
This paper investigates the language policy within the Ghanaian educational system, critically examining the shift towards an English-only medium of instruction and its implications for student learning and cultural heritage.
- The theoretical framework of language policy (practices, beliefs, and management).
- The historical development of education and language policy in Ghana.
- Analysis of the 2002 language policy and the debate surrounding bilingualism in education.
- Evaluation of alternative pedagogical models, such as the Late Exit/Gradual Transition Model.
- Socio-political challenges, including the North-South divide and the status of indigenous versus non-native languages.
Excerpt from the Book
3.4 Challenging the Language Policy: A Theoretical Background on Bilingualism
The current policy has been subject to criticism by scholars. Shortly after its publication, lecturers of the Department for Linguistics at the University of Ghana criticized the Cabinet’s decision which was taken before the submission of a University committee’s review on the Ghanaian educational system (cf. Daily Graphic 29 May 2002, ghanaweb.com). Quoting the committee’s own research,
there is no evidence that six-year old children who have no speaking knowledge in English derive maximum benefit from instructions in English. [... In contrast,] there is evidence that when such children are taught entirely in English, only a few bright ones learn to read and write and are able to enter second cycle schools while the slow learners and the average majority are quiet unable to read and write and, therefore, perform poorly in school (Boadi in ibid.).
While the former language policy did suggest the use of Ghanaian languages up to Primary Four, it was found that most teachers were either not aware of the suggestions or did not follow this policy. Thus, implementation of the old language policy seems to have been the actual issue. (cf. ibid).
In order to understand the criticism by the linguists, this paper briefly spells out the logic of early theories on language learning and bilingualism. These form the basis for the arguments against an English only policy: According to J. Cummins, there are very different findings about the effect of bilingualism on cognitive growth (Cummins 1976: 4-11); the experiment that is referred to by the Cabinet in order to back an English-only policy, therefore, is not necessarily representative.
Summary of Chapters
1 Introduction: This chapter introduces the context of language policy in Ghana and outlines the paper's critical investigation into the educational system.
2 A Theoretical Background: Defining Language Policy: This section defines key terminology regarding language practice, beliefs, and management based on the work of Bernard Spolsky.
3 The Case of Ghana: This chapter provides an overview of the linguistic landscape, the history of education, and the specific challenges of the 2002 policy, including theoretical critiques and alternative models.
4 Conclusion: The conclusion synthesizes the findings, noting the discrepancy between government policy and local practice, and suggests future directions for research.
5 Bibliography: A comprehensive list of academic sources and reports utilized throughout the paper.
Keywords
Language Policy, Ghana, Bilingualism, English-only policy, Medium of Instruction, Educational Reform, Language Planning, Indigenous Languages, Cognitive Growth, Subtractive Bilingualism, Additive Bilingualism, Language Management, Linguistic Diversity, Socio-cultural Development, Academic Performance.
Frequently Asked Questions
What is the primary focus of this paper?
The paper critically investigates the language policy in Ghana, particularly the government's mandate for an English-only medium of instruction in schools.
What are the central themes discussed?
The core themes include language beliefs and management, the history of Ghanaian education, the impact of colonial history, and the pedagogical effects of bilingualism.
What is the main research question or objective?
The objective is to analyze whether the shift toward English-only instruction is beneficial or detrimental to student learning and whether current policies align with the needs of a multilingual society.
Which scientific methods are employed?
The author uses a literature-based analytical approach, drawing on linguistic theories and empirical reports to evaluate the effectiveness of the 2002 Ghanaian language policy.
What is covered in the main body of the paper?
The main body details the theoretical framework of language policy, provides a historical overview of education in Ghana, challenges the current policy using bilingualism theories, and proposes a Late Exit/Gradual Transition Model.
Which keywords best characterize the work?
Key terms include Language Policy, Ghana, Medium of Instruction, Bilingualism, and Educational Reform.
How does the "Late Exit/Gradual Transition Model" differ from the current policy?
Unlike the current English-only mandate, this model proposes a gradual transition where local languages are used as the medium of instruction until Primary Five, facilitating a smoother shift to English while maintaining L1 competence.
What role does the North-South divide play in this study?
The study highlights how regional inequalities and limited access to English in rural areas complicate the implementation of a uniform, English-only language policy across all of Ghana.
- Arbeit zitieren
- Rüdiger Thomsen (Autor:in), 2015, Language Policy in Ghana as a Societal Factor of Change, München, GRIN Verlag, https://www.grin.com/document/1153721
