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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/8844

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: 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 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.
Description: An article published by Language Culture and Curriculum Vol.22,No.2, July 2009,121–135
URI: http://hdl.handle.net/123456789/8844
Appears in Collections:College of Arts and Social Sciences

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