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English-only language-in-education policy in multilingual classrooms in Ghana

Opoku-Amankwa, K. (2009) English-only language-in-education policy in multilingual classrooms in Ghana. Language Culture and Curriculum, 22 (2). pp. 121-135. ISSN 0790-8318

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To link to this article DOI: 10.1080/07908310903075159

Abstract/Summary

This paper, based on the findings of a qualitative study, discusses the influence of Ghana's recently introduced English-only language-in-education policy on pupils' classroom communicative practices and learning generally. It highlights how the use of English- an unfamiliar language- creates anxiety among students and stalls effective classroom participation. The paper first considers the key issues that impinge on the literacy development in multilingual classrooms in postcolonial Africa including the uninformed attitudes towards mother tongue/bilingual education. It then draws on the empirical data from Africa and elsewhere to refute the negative perceptions about mother-tongue education, and examines the prospects for bilingual/mother-tongue education in multilingual classrooms in Ghana.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > Institute of Education
ID Code:12606
Uncontrolled Keywords:Ghana, language-in-education policy, bilingualism, mother tongue, literacy, affective factors, ACCESS, LITERACY, STUDENTS

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