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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8307

Title: English-only language-in-education policy in multilingual classrooms in Ghana
Authors: Opoku-Amankwa, Kwasi
Keywords: Ghana
Language-in-education policy
Mother tongue literacy
Affective factors
Issue Date: 4-Jul-2009
Publisher: Language,Culture and Curriculum
Citation: Language, Culture and Curriculum Vol.22, No.2, July 2009,121–135
Abstract: This paper, based on the findings of a qualitative study, discusses the influence of Ghana’s recently introduced English-only language-in-education policy on pupils’ classroom communicative practices and learning generally. It highlights how the use of English – an unfamiliar language – creates anxiety among students and stalls effectiveclassroomparticipation.Thepaperfirstconsidersthekeyissuesthatimpinge on the literacy development in multilingual classrooms in postcolonial Africa including the uninformed attitudes towards mother tongue/bilingual education. It then draws on the empirical data from Africa and elsewhere to refute the negative perceptions about mother-tongue education,and,examines the prospects for bilingual mother tongue education in multilingual classrooms in Ghana
Description: This article was published by Language, Culture and Curriculum Vol.22, No.2, July 2009,121–135, also available at http://dx.doi.org/10.1080/07908310903075159
URI: http://hdl.handle.net/123456789/8307
Appears in Collections:College of Arts and Social Sciences

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