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

Abstract

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. IntroductionMost studies on the quality of primary education in the developing countries tend to highlight pedagogic issues; teacher quality; the lack of teaching, learning materials, and other resources; and poor infrastructure, with little attention given to the issue of medium of instruction (Martin, 1999). Without a doubt, the children's poor performance could be attributed to a wide range of factors including inadequate parental support, low motivation of teachers, large class sizes, poor teacher quality, obsolete teaching methods, etc. For instance, Lipson and Wixson (2004) and Owen et al. (2005) refer to a number of studies on literacy instruction in Ghana which identified the methods teachers use in the classrooms as a major contributor to the pupils' poor performance. Kraft (2003) notes that the same rote learning as well as the whole-class and teacher-dominated methods observed in Ghanaian classrooms three decades ago are still prevalent today.However, as Martin (1999, p. 38) indicates 'little is known about the interactional patterns in the classroom in multilingual contexts' and suggests the need for more field data on language matters in multilingual classroom settings as the medium of instruction plays a seminal role in school learning. This study then examines the influence of Ghana's recent English-only policy 1 on education and specifically literacy learning by reporting on pupils' classroom communicative practices.

‘I use my mother tongue at home and with friends – not in school!’ Multilingualism and identity in rural Kenya

“…In regard to this question, I find coherence between this study and what Magogwe (2007) found in Botswana. Earlier research (Brock-Utne, 1997;Opoku-Amankwa, 2009;Spernes, 2011) indicates that there is agreement between politicians, parents and teachers regarding language as a medium of instruction in school. They prefer English to be the language used in school, especially because of its relationship to students' outcome.…”

“…Passivity may also have arisen as a consequence of tedious lectures or a combination of tedium and a lack of English proficiency. Based on my interpretation of the atmosphere in the classroom, I have no reason to believe that the students in standard eight felt frustrated, apprehensive or tense (Lunga, 2004;Opoku-Amankwa, 2009). In the focus groups, all the students were surprised when they were told that they were free to speak whatever languages they wanted -English, Swahili or Nandi.…”

Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

“…The type of questions teachers pose often requires only a short answer, but teachers' choice of questions may be affected by the level of French of the pupils in the classroom. Indeed, this interpretation is supported by some researchers who argue that teachers are forced to resort to traditional teaching because pupils do not speak the language of instruction sufficiently (Alidou & Brock-Utne, 2011b;Hovens, 2002;Opoku-Amankwa, 2009). One of the reasons why, despite teachers' desire to use more interactive methods, the nature of interaction between the teacher and pupils was not changed may be the language barrier.…”

Transition from Setswana to English: A Policy Dilemma

“…Considering the introduction of English at Standard Two, the researcher's impression was that teachers were required to implement policies or make curricular changes that had already been set by policy makers and deep collaborative and effective communication procedures were often overlooked. Hence, the decisions teachers of Standard Two made in the implementation process to effect the change from Setswana to English could affect learners' performance because they lacked appropriate skills and strategies to implement the changes required Johnson, 2010;Lin, 2006;Opoku-Amankwa, 2009). The situation is left fluid with minimal accountability on the risks and challenges teachers encounter regarding transition.…”