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|Title: ||Projecting Monolingual Ideologies in Multilingual Classrooms in Ghana: A Critical Look at the English-Only Language in Education Policy|
|Authors: ||Brew-Hammond, Aba|
|Issue Date: ||Jan-2012|
|Publisher: ||CASS Journal of Art and Humanities|
|Citation: ||CASS Journal of Art and Humanities; Jan- March 2012, Vol.2, No.1, 110–118|
|Abstract: ||This paper looks at the challenges and prospects of developing literacies in bi/multilingual learners in schools in Africa with special focus on Ghana. The paper considers key issues which impinge on literacy development in multilingual classrooms in post colonial Africa, in particular, the difficulties in transforming education to include the use of a more appropriate (mother tongue) medium of instruction (MoI) and adequate teaching techniques, and in developing cultural-specific curriculum content. It discusses the ‘deficit’ hypothesis; the perception that being or becoming bilingual is a problem and a disadvantage to learning, and language and literacy development. The discussion focuses on uninformed attitudes towards mother tongue/bilingual education on the part of key stakeholders in Africa, western experts’ negative attitudes regarding African languages, and the misguided view that in a multilingual society such as Ghana, the safest way of achieving national unity is through the use of a neutral language (Wolff, 2005).
Further, the paper discusses the challenge of changing attitudes and practices, in particular, widening teachers’ knowledge base to appreciate the different frameworks for thinking about literacies, and to understand the relationships between the four core skills of language – listening, speaking, reading and writing – and learning.|
|Description: ||An article published by CASS Journal of Art and Humanities; Jan- March 2012, Vol.2, No.1, 110–118|
|Appears in Collections:||College of Arts and Social Sciences|
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