NAME: MAXWELL NYUWIIR

ID NUMBER: 22009426

ENGLISH IN GHANA (ENG 629)

REACTION PAPER 2

Language of Instruction: Indigenous or English?

No country exists without a unique linguistic identity. For some, literature in languages-count

usually scavenge on the expression “recorded languages” in order to put a figure on the number

of languages. Ghana falls in this pool of category. For example, Soma & Zuberu, 2022 posits that

Ghana has Eighty-three (83) languages. Opoku-Amankwa 2009 also states forty-four (44)

indigenous languages and a number of cross border languages. The inconsistencies in the number

of languages in the country is however less of an issue. The major concern is how a country of

sixty-six years after independence, with such pool of languages struggles to lay a finger on a

permanent direction in its choice of a language of education especially at the lower level of her

educational system which is undoubtedly the foundation of every educated nation.

From 1957 up until 2002, the language of instruction at the lower primary level had been nine (9)

approved local languages; Asante Twi, akuapem Twi, Fante, Dagaare-wali, Dagbani, Dangme,

Ewe, Ga, Gonja, Kasem, and Nzema. In 2002 however, the government announced for

instructions at all levels be taught in the English Language (Opoku-Amankwa, 2009). In 2009,

the National Literacy Acceleration Programme (NALAP) was also introduced which advocated

for the use of indigenous languages for instruction at the lower primary level (Soma & Zuberu,

2022). Practically NALAP has been set aside in the classrooms currently. The big question

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therefore is: which educational policy direction is appropriate in our context; using English

languages or the local languages for instructions in schools especially at the lower primary level?

For advocates of the former, the lack of local language teachers and materials, coupled with the

fact that children easily acquire and express their ideas in the language they are exposed to,

makes the use of English Language as the medium of instruction the better alternative. They

further argue that because of the use of English Language as a medium of instruction at the

private basic schools, they get relatively better results than their counterparts in the public

schools.

I do not intent to exhibit omniscient knowledge about what is best but personally, I believe the

time has come for Ghanaians to shun and stamp on lips service. We cannot habitually complain

about cultural death and turn round to lock our indigenous languages in the closet. The argument

about inadequate materials and teachers is, for want of a better expression, the weakest defense

in favour of the foreign language. At sixty-six years, if this remains a challenge, then the lack of

political will by successive governments should be the spot where the axe should be targeted at.

Also, contrary to the belief that early exposure to English is vital for academic success, Opoku-

Amankwa, 2009 suggests that a strong foundation in a child's mother tongue facilitates better

cognitive development and lays a solid groundwork for acquiring additional languages. In his

work, titled, English-only language-in-education policy in multilingual classrooms in Ghana,

Opoku-Amankwa carried an “ethnographic case study involving classroom observations of a

teacher and pupils interactions…….in a primary four classroom at Tomso basic public school in

Kumasi.” As a multilingual community, the chosen school undoubtedly aligns with the

prevailing characteristics of majority schools in Ghana as a multilingual state. In that research,

the conclusion was that “many pupils at Tomso believe that the use of English as the medium of

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instruction prevents them from actively participating in classroom activities, lending support to

Cummins’ (1996, p. 2 [in Opoku Amankwa 2009]) view that ‘when students’ language, culture

and experience are ignored or excluded in classroom interactions, students are immediately

starting from a disadvantage’.”

In conclusion, promoting indigenous languages in early education shouldn’t therefore be seen as

a rejection of English proficiency (if that will compensate the ardent proponents of it) but an

investment in cultural diversity, and a more inclusive educational system that is grounded in

research.

REFERENCES

Opoku-Amankwa K. (2009). English-only language-in-education policy in multilingual

classrooms in Ghana. Language Culture and Curriculum Vol. 22, No. 2, July 2009, 121– 135.

Soma, A. & Zuberu, M. B. (2022). National Language and Literacy Policies and Multilingualism

in Ghana: Implication for Literacy Development in Basic Schools. International Journal on

Studies in English Language and Literature (IJSELL) Volume 10, Issue 1, January 2022, PP 36-

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