Medium of instruction policies in Ghanaian and Indian primary schools: an overview of key issues and recommendations

Abstract

While the MDGs and SDGs seek to ensure inclusive and equitable quality education, they rarely address the issue of Medium of Instruction (MOI). Increasing attention is being paid to appropriate and feasible language-in-education policies in LMICs and evidence which demonstrates the benefits and challenges of various policy options. Research in this field, though, tends to be diversified, with a range of small-scale empirical studies scattered among a number of disciplinary contexts. There is therefore a need to consolidate and systematically identify the extent to which this diverse body of literature has evaluated the various languagein-education policy options. To this end, this paper reports on a rigorous literature review of MOI-related research on Ghana and India, whose language-in-education policies represent two contrasting models of use of local languages and the development of competence in English. The paper begins by briefly overviewing the language-in-education policy in these two countries and sets out the methodological approach underpinning this review. It then turns to the initial findings, which are discussed in two parts: The first categorises the three areas of research explored in the empirical studies reviewed, namely the effectiveness of language-in-education policies, problems hindering the implementation of these policies, and attitudes to these policies. The second provides an overview of the recommendations for how, given the obstacles in implementing the current policies, to better ensure the effectiveness of language-in-education policies in Ghana and India. Together these findings show that similar 2 issues arise that contribute to challenges of providing equitable, quality education, and similar recommendations have been put forward as a result. This paper thus provides a valuable overview of key issues in the role of language-in-education policies in improving equity and quality in education in LMICs. [283 words]

Language Policy and Planning in Multilingual Countries: A case in India, Pakistan, and Bangladesh

“…As declared by Imam [4]; MacKenzie [3]; Erling, Adinolfi, Hultgren, Buckler, and Mukorera [5]; Groff [6] India is rich diverse and complex multilingual country within Hindi as its official language, English as a united language, 22 official languages and more than hundreds of additional languages identified among its 35 states and union territories, and 25 dissimilar forms of writing system. Since the diverse backgrounds and languages used in India, there is consideration from Constitution of India to select both India and English as the official languages among states and government communities while distinctive states deploy their own local languages [7].…”

“…As proposed by TLF, children throughout India are trained to use the local language, (included their first language, if it is dissimilar), Hindi or additional Indian language and English or extra contemporary European language. In line with this statement, Three Language Formula was intended to empower children in India to be competent at least three languages before entering secondary education [5]. The appearance of TLF during 1950s to 1960s is an original attempt to address the language polemics between the Hindi speaking North and non-Hindi speaking South.…”

A materialistic perspective of consumer decision-making styles

“…60,000 or more for standards eighth to twelve and appears in top 20 ranks in surveys conducted by various external agencies. The intention behind this criterion was that India represents a complex multilingual education policy and the elite private schools in the country follow the English medium of instruction (Erling et al, 2016). As the questionnaire was administered in English, it was vital that the respondents were well versed in the language.…”

English Medium Instruction Innovation in Higher Education: Evidence from Asian Contexts

“…Certainly, learning English was not their priority in selecting EMI as the MOI in HEIs in Asia. In India, where fluent English leads to a prestigious identity and is a key to economic success, many parents leave their small towns and come to big cities in order to obtain EMI schooling for their children (Erling, Adinolfi, Hultgren, Buckler, & Mukorera, 2016). Parents are motivated by the hope to enrol their child in top medical or engineering schools in India where the MOI is English.…”

“…Parents are motivated by the hope to enrol their child in top medical or engineering schools in India where the MOI is English. In order to provide this education for their children, parents pay very high tuition fees (Erling et al, 2016). EMI is an expensive product for its consumer, therefore some scholars believe that offering EMI education is an evil business designed to make money, which ultimately results in economic inequality (Bhattacharya, 2013).…”