Language as a Pedagogical Tool: An Assessment of the Language Policy in Ghanaian Lower Primary Schools

Abstract

Language is the core of general education. Subjects cannot be taught or learnt without language. This paper examines practical issues of implementation of language policy in Ghanaian lower primary schools. A survey using questionnaire and observations were used in order to gather primary data from 5 selected schools in the Kumasi metropolis. The study finds out that in assessing the implementation of language policy, it is important however to consider the age of the pupils in order to give credence to the best age of learning a language. In this regard, the study finds out that pupils who are within the age range of 6-10 years are found in the lower primary school, from KG-Class 3. Regarding the use of instructional language in lower primary schools, the study finds out that all the teachers use English language to teach, except in some cases some teachers in the private schools present, demonstrate and explain some subject topics using the local languages while most of their compatriots in the public school claim they present, demonstrate and explain either all or some subject topics in English. Significantly, the teachers consider that teaching pupils in the local language has a positive impact on assimilating the subject of consideration. The study however concludes that teachers who are limited in their use of local language may find it difficult to achieve the ultimate goal of teaching pupils to understand the subject. This study therefore recommends among others that both English and local languages should be used simultaneously to teach the pupils for the benefit of all.

Keywords: Instructional Language; Pedagogy; Policy; Implementation; Teachers.