Language Policy In Education, Practice And Attitude In Ghanaian Classrooms, A Case Study Of Three Selected Schools In The Ningo Prampram District

Abstract

In Ghana, most teachers find it difficult to teach at lower primary schools due to the challenge of dealing with diverse linguistic backgrounds of the pupils. This study examines Ghana’s language – in – education policy vis-à-vis the linguistic practices in the classrooms and the attitudes of parents toward these practices. Three schools in the Ningo - Prampram District are selected for the study – Old Ningo Presby ‘A’, Old Ningo D/A ‘A’, and Old Ningo D/A ‘B’. In all, 12 participants are used in the study. They consist of six pupils (2 pupils from each school) and six parents respectively. Teaching in the classrooms is observed and audio recorded. Interviews (semi-structured) are conducted with both parents and pupils. The results show that there is a high level of linguistic diversity among both teachers and pupils in the selected schools. In many instances, some pupils and teachers do not understand the L1 of the locality which is expected to be used as the medium of instruction at that level, according to the language – in – education policy. In view of this, teachers use other languages that are available in their lesson deliveries. As a result of diverse linguistic backgrounds of pupils, English is becoming the major medium of instruction. The findings also reveal that parents are oblivious to the language – in – education policy vis-à-vis the practices in the classrooms. Again, most parents prefer English to be used for lessons in schools more than the dominant language. The research therefore, advocates for the use of translanguaging pedagogical strategies as a solution to augment the language - in - education policy in multilingual classrooms, especially, at the lower primary. Again, teachers posted to the lower primary must have the capacity to use the L1 of the area. Educational policy planners should take a second look at language in education policy to suit and address the multilingual situations in the classrooms.