The text examines changes in Ghanaian language and literacy policy following independence in 1957 and their impacts on early literacy teaching. It adopts a postcolonial theoretical perspective and draws on data from interviews with teachers and researcher observation to demonstrate how policies have influenced teaching and learning. Dr. Osseo-Asares findings inform the development of a conceptual framework that highlights the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering solutions to help teachers combat the challenges of frequent policy changes.

Format: Hardback
Length: 170 pages
Publication date: 16 March 2021
Publisher: Taylor & Francis Ltd

This comprehensive text critically examines the changes in Ghanaian language and literacy policy following independence in 1957, with a particular focus on their implications for early literacy teaching. By adopting a postcolonial theoretical framework, the text delves into the rationale behind policy shifts that have prioritized English, local languages, or biliteracy. Through a combination of data from interviews with teachers and researcher observation, it demonstrates how these policies have influenced teaching and learning practices. Dr. Osseo-Asare's findings provide valuable insights into the socio-cultural factors that impact the literacy and biliteracy of young children in Ghana, offering practical solutions to help teachers navigate the challenges posed by frequent policy changes. This timely monograph is an essential resource for researchers, teacher educators, and scholars interested in education policies, English-language learning, and the study of literacy and education in postcolonial contexts.

Introduction

Ghana's independence in 1957 marked a significant milestone in its political and social development. However, the country's language and literacy policy underwent significant changes during this period, which had profound implications for early literacy teaching. This text aims to critically examine these changes and their impacts on early literacy teaching in Ghana.

Postcolonial Theory and Language Policy

Postcolonial theory provides a valuable framework for analyzing the changes in Ghanaian language and literacy policy. According to postcolonial scholars, colonialism and its aftermath have left deep scars on the cultures and languages of colonized nations. The adoption of English as the dominant language in education and other domains was a result of colonial power and influence, which marginalized local languages and cultures.

Policy Changes and their Implications

Following independence, Ghana's language and literacy policy underwent significant changes. The government prioritized English as the language of instruction in schools, with local languages being relegated to the background. This policy shift aimed to promote national unity and development by ensuring that all students had access to a common language. However, this policy change had unintended consequences for early literacy teaching.

Prioritizing English

The policy shift towards prioritizing English had several implications for early literacy teaching. First, it led to the marginalization of local languages in the classroom, as teachers were often not trained to teach in local languages. This resulted in a lack of language diversity and the loss of cultural knowledge and identity among students.

Second, the emphasis on English as the language of instruction created a sense of linguistic insecurity among students who were not proficient in English. This insecurity could lead to low self-esteem, language barriers, and a lack of motivation to learn.

Third, the policy shift towards prioritizing English led to the neglect of local languages in the curriculum. This meant that students were not exposed to the rich cultural and linguistic heritage of their country, which could hinder their development as fully literate citizens.

Local Languages and Biliteracy

Recognizing the negative impacts of prioritizing English, the government began to explore alternative language policies. One such policy was the promotion of biliteracy, which involves the learning of two or more languages. This policy aimed to preserve local languages and cultures while also promoting national unity and development.

Challenges and Solutions

Promoting biliteracy presents several challenges for early literacy teaching. First, teachers need to be trained to teach in local languages, which can be time-consuming and resource-intensive. Second, parents and communities need to be supportive of the learning of local languages, which can be challenging due to cultural and social factors.

To address these challenges, the government has implemented several initiatives to promote biliteracy. These include the development of bilingual textbooks, the training of teachers in local languages, and the promotion of cultural events and festivals that celebrate local languages and cultures.

Conclusion

In conclusion, the changes in Ghanaian language and literacy policy following independence have had significant implications for early literacy teaching. While the policy shift towards prioritizing English aimed to promote national unity and development, it led to the marginalization of local languages and the neglect of cultural knowledge and identity among students. Recognizing the negative impacts of this policy, the government has explored alternative language policies, such as promoting biliteracy, which aims to preserve local languages and cultures while also promoting national unity and development.

Weight: 398g
Dimension: 157 x 236 x 17 (mm)
ISBN-13: 9780367424114