Attitudes towards instruction in the local language – a case study of the perspectives of the ‘small stakeholder’

Awedoba, Albert K.

doi:10.4314/rrias.v25i2.45973

Cited by 3 publications

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“…With the current situation in the public schools, Awedoba (2001) observed that vast majority of written materials available have been English language texts with very limited access to text in Ghanaian language. In view of this, local materials should be made available to enhance the teaching and learning processes in the lower primary.…”

Section: Chartmentioning

confidence: 99%

The Effect of Psychological Capital on the Financial Performance of Local Governorates in Gaza Strip

2020

JESD

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Using Islamic schools as a point of reference, this paper investigates the language contact phenomenon within the Islamic schools in Ghana and how it affects the teaching and learning of English in the classrooms across schools located in the Islamic communities. This investigation is done in relation to language policy of education for the primary schools in Ghana. Data was collected from three primary Islamic schools located in three different communities namely in Accra. This study provides insight into the language contact situation in Islamic schools: codeswitching and language interference. The implication of the issues for the planning of literacy in multicultural contexts is also highlighted.

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Section: Chartmentioning

confidence: 99%

The Effect of Psychological Capital on the Financial Performance of Local Governorates in Gaza Strip

2020

JESD

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“…By so doing, the study also contributes to the policy research and dialogue component of the NALAP. An equally important motivation for this study is that although a number of scholarly works (e.g., Andoh-Kumi, 1997;Anyidoho & Anyidoho, 2009;Ansah, 2014;Awedoba, 2009) have, over the years, been undertaken into aspects of Ghana's language policy in education, it seems that none of these directly focuses on the Nkwanta North or on any of the areas contiguous to it. The following sections will deal with the sociolinguistic situation in the Nkwanta North, the educational profile of the Nkwanta North, research methodology, respondent demographics, presentation of data and analysis, summary of findings, implications and, then, the conclusion of the study.…”

Section: Bisilki a K/ The Dilemmas Of Bilingual Education In Ruralmentioning

confidence: 99%

The dilemmas of bilingual education in rural Ghana: A case study of the Nkwanta North District

Bisilki¹

2018

Legon J. Hum.

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This paper relates to the broader purview of educational language policy in an African setting. It makes a contribution to the policy research and dialogue component of a National Literacy Acceleration Programme (NALAP), which is currently the school language policy strategy in Ghana. Through the use of structured questionnaires and a statistical analysis, the study assesses how the NALAP is being implemented in a scarcely referenced rural Nkwanta North District. A conclusion is reached that the NALAP is reduced to a mere ideological notion rather than an effectively run language policy in the Nkwanta North. The study also contends that any hope of the NALAP succeeding with its educational agenda in the Nkwanta North requires critical reforms in the local implementation framework, with some support from relevant central bodies.

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Is Mother-Tongue Education Possible in a Language-Diverse Province? A Case of Limpopo Province

Singh

2014

MJSS

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Mother tongue instruction in education is practiced in many countries across the world. The South African scenario is unique in this regard. Whilst many nations have identified one national language by which their populace can be identified, in South Africa, there are eleven such languages. The problem is that many of the South African languages are indigenous to specific provinces. In the Limpopo province, for example, three official indigenous African languages are spoken. This makes instruction in the mother tongue complex. This study examined mother tongue instruction in schools in the Limpopo province. The aim of the study was to investigate whether mother tongue instruction is possible in a province that has three African indigenous languages, in addition to English and Afrikaans. Data was collected using questionnaires and interviews. The sample consisted of schools in areas of the province where the different languages are spoken. In addition, the sample also consisted of schools from multicultural settings, mainly found in urban areas. In total 12 schools were selected. The data was analysed qualitatively and quantitatively. The data revealed that mother tongue education is possible in situations where all the children speak one or two of the national languages. Where more than two languages are spoken as mother tongue, there are challenges determining the medium of instruction. The biggest challenge in such a case is the provision of learner-support materials (LSM). Another associated challenge is class size. Broader challenges include shortages of suitably qualified teachers. Recommendations of this study are: mother tongue instruction must be approached and funded systemically; learnersupport materials must be developed before implementation of such a system; mother tongue instruction should also be available in multicultural schools; school facilities should be standardised so that demand on well-resourced schools is minimised.

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Attitudes towards instruction in the local language – a case study of the perspectives of the ‘small stakeholder’

Cited by 3 publications

References 0 publications

The Effect of Psychological Capital on the Financial Performance of Local Governorates in Gaza Strip

The Effect of Psychological Capital on the Financial Performance of Local Governorates in Gaza Strip

The dilemmas of bilingual education in rural Ghana: A case study of the Nkwanta North District

Is Mother-Tongue Education Possible in a Language-Diverse Province? A Case of Limpopo Province

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