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Abstract
http://www.lingref.com/cpp/acal/35/abstract1298.html
Charles Owu-Ewie
"The Language Policy of Education in Ghana: A Critical Look at the
English-Only Language Policy of Education"
Selected Proceedings of the 35th Annual Conference on African
Linguistics: African Languages and Linguistics in Broad Perspectives 
edited by John Mugane, John P. Hutchison, and Dee A. Worman
76-85 (complete pdf)

The language of education in multilingual societies has always been a
matter of concern to educators and educational planners. Ouadraogo
(2000:89) admits "Education and language issues are very complex in
Africa because of the multi-ethnic, multi-lingual situation." The
situation is even more severe when the official language of the nation
is different from any of the indigenous languages. There is always
controversy over which language to use in school especially at the
lower primary level in multilingual societies. Forty-eight years after
independence, Ghana is still grappling with which language to use as
the medium of instruction in the lower primary school (primary one to
three/grade one to three). The language policy of education in Ghana
has had a checkered history since the colonial era. In May 2002, Ghana
promulgated a law which mandates the use of English language
(hereafter L2) as the medium of instruction from primary one (grade
one) to replace the use of a Ghanaian language as the medium of
instruction for the first three years of schooling and English as the
medium of instruction from primary four (grade four). This new policy
has attracted a lot of criticism from a section of academics,
politicians, educators, traditional rulers, and the general populace.
This paper looks briefly at the historical development of language
policy of education in Ghana, examines what necessitated the change in
policy and responds to issues raised. The paper then argues for the
reversal of the new policy and proposes the implementation of a
late-exit transitional bilingual education model.






 
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