The language of instruction policy has been argued over and over during both the pre and post-independence periods, not just in Ghana but in many other African countries as well. The topic is “old and yet so important” that no amount of time used on discussing it is considered wasteful. The focus of much of the discourse has been whether to use the child’s first language (LI) as medium of instruction or to use English or both. This study explored stakeholders (teachers and parents) preferred language of instruction at the lower primary level. Three manipulations were made; pupils received instruction in their L1 (Twi); in the English language; and then a blend of English and Twi. Teachers provided feedback on their experience with the manipulations and parents were also engaged on their thoughts about the three modes of language of instruction. Key findings were that both teachers and parents showed a preference for a blended (Twi and English) language of instruction. The stakeholders argued that with a blended language of instruction, learners learn more, are better placed to acquire two languages, and enjoy a school experience appropriate to their culture and global circumstances. Whereas the preferred mode is the blended, there were other emerging issues concerning the other modes of instruction that have implications for policy consideration. This study is part of a larger project on language of instruction for inclusive teaching and learning, being funded by the Jacobs Foundation Research Fellowship programme.

Author: Ivy Kesewaa Nkrumah

Published in: London International Conference on Education (LICE-2023)

• Date of Conference: 13-15 November 2023
• DOI: 10.20533/LICE.2023.0006
• ISBN: 978-1-913572-66-2
• Conference Location: St Anne’s College, University of Oxford, Oxford, UK