@article{MAKHILLTSS201813324643,
    title = {An Overview of the Language-in-Education Policy in Ghana: Emerging Issues},
    journal = {The Social Sciences},
    volume = {13},
    number = {3},
    pages = {596-601},
    year = {2018},
    issn = {1818-5800},
    doi = {sscience.2018.596.601},
    url = {https://makhillpublications.co/view-article.php?issn=1818-5800&doi=sscience.2018.596.601},
    author = {K. Ernest and},
    keywords = {Medium of instruction,implementation, indigenous Ghanaian languages,compounded,schooling,pupil`s},
    abstract = {This study presents the history of language policy in Ghana and discusses some emerging issues
of the policy at the lower primary school level. In a brief recap, the study highlights the undulating
language-in-education policy from 1925-2007. Ghana, like most African countries is still grappling with the
choice of a particular medium of instruction. Despite the advantage of between 60-80 indigenous Ghanaian
languages and dialects, the language-in-education policy is inconclusive of which language to use as medium
of instruction in lower primary classrooms. The study points out that, the unstable nature of the policy is
compounded by chronic challenges such as low levels of teacher professionalism, inappropriate use of
classroom curricula, lack of adequate classroom facilities and inadequate trained teachers to teach in
mother-tongue. In the mist of all these, the study discusses issues on teacher capacity, teaching and learning
materials, parent’s and pupil’s views all which are equally crucial for a successful implementation of the
language-in-education policy, at the lower primary school level. The study concludes that if these issues are
properly addressed, the gap between ‘theory’ and ‘practice’ will be resolved at the implementation stage. The
study therefore, recommends a more holistic approach to the implementation of the language-in-education
policy for a solid foundation for pupil’s literacy skills acquisition in their early years schooling.}
    }