English-Only Language-In-Education Policy In Multilingual Classrooms In Ghana  

Oleh:

Opoku-Amankwa, Kwasi

Jenis: Article from Bulletin/Magazine
Dalam koleksi: Language, Culture and Curriculum (del) vol. 22 no. 2 (Jul. 2009), page 121–135.
Topik: Ghana; language-in-education policy; bilingualism; mother tongue literacy; affective factors
Fulltext: English-Only Language-In-Education Policy In Multilingual Classrooms In Ghana.pdf (115.66KB)

Isi artikel

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 effective classroom participation. The paper first considers the key issues that impinge 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.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali