We Need a Clear Policy Framework on Language of Instruction in Basic Schools
The Ministry of Education has clarified that English has not been dropped as the language of instruction in Ghana’s basic schools. The clarification follows public discussions after a directive from the Minister of Education, Haruna Iddrisu, urging all basic schools to fully implement the use of Ghanaian languages as the medium of instruction from kindergarten to lower primary.
According to the Ministry, the move is part of efforts to strengthen bilingual education- teaching children in their first language (L1) while introducing English gradually.
A statement signed by the Deputy Minister of Education, Clement Abass Apaak, explained that there is “very strong global evidence” that pupils perform better across all subjects when they are taught in a language they understand. He said teaching in a language unfamiliar to children “creates major barriers to literacy acquisition,” and that Ghana’s policy direction is to improve early-grade learning outcomes by drawing from both global research and successful local experiences.
He cited Ghana’s Complementary Basic Education (CBE) Programme as a model that successfully used community-based language instruction to support learning in underserved areas.
The issue and public reaction
The Minister’s directive at the 75th anniversary celebration of Mawuli School in Ho sparked public debate. While many educators welcomed the renewed emphasis on mother-tongue instruction, some Ghanaians misunderstood it to mean that English had been phased out from the classroom. The Ministry, therefore, issued a clarification stressing that the policy of bilingual instruction is not new but dates back to independence. It said the problem has always been poor and inconsistent implementation across schools.
The Deputy Minister noted that the revised approach seeks to ensure that Ghanaian children are grounded in their home or playground languages before mastering English and other foreign languages as they progress through school.
He emphasized that countries such as China, Finland, Japan, and Malaysia have demonstrated that a strong foundation in one’s first language supports learning in others, helping learners develop the literacy and cognitive skills needed for future studies and the world of work.
A call for policy clarity
Despite these explanations, many argue that the Ministry’s renewed focus will only succeed if guided by a clear, comprehensive, and enforceable policy framework.
Currently, the absence of a unified policy has led to confusion and inconsistency. Some schools implement the use of local languages from Kindergarten to Primary 3, while others rely solely on English from the start. In multilingual urban schools, teachers often struggle to determine which local language to use.
Ghana’s linguistic diversity- with more than 80 spoken languages, including Akan (Twi, Fante, Akuapem), Ewe, Ga-Dangme, Dagbani, Gonja, and Nzema – complicates implementation further. In Accra, for example, would Ga-speaking communities accept Twi as the medium of instruction? In the Volta Region, would Ewe-speaking communities allow another language to dominate? And in the north, where Dagbani, Mampruli, and Gonja coexist, which would be prioritized?
These practical challenges point to the urgent need for a policy framework that specifies how Ghanaian languages and English should be balanced in classroom practice.
Why a Framework Matters
A national Medium of Instruction Policy Framework would bring direction and consistency to classroom teaching. It would ensure that teachers, curriculum developers, and education officers operate under the same set of guidelines, thereby reducing confusion. Moreover, it would help promote equity in learning, as children from homes where English is not spoken would have a fairer start in school. Such a framework would also align Ghana with international best practice. UNESCO and several education research bodies recommend mother-tongue-based instruction in the early years as the foundation for improved literacy and lifelong learning.
Importantly, a clear framework would guarantee policy continuity. Over the years, the implementation of language policy in Ghana has been inconsistent, often changing with new governments. A legally backed framework would ensure stability and allow for long-term planning.
Challenges to Address
Despite the benefits, several obstacles could affect effective implementation.
First, teacher placement remains a key concern. Many teachers are posted to areas where they do not speak the dominant local language, making it difficult to apply the policy. Second, there are limited teaching and learning materials in most Ghanaian languages, constraining classroom delivery. Third, urban multilingualism creates situations where multiple local languages are represented in a single class, making it difficult to select one for instruction.
Finally, community attitudes toward local language instruction vary. Some parents continue to prefer English-only education, viewing it as a path to global opportunity. Changing such perceptions requires sustained public education and policy consistency.
Recommendations
To make the renewed policy direction effective, there is the need to consider these measures:
- Develop a comprehensive framework that defines which languages to use, in which regions, and at what levels of education.
- Adopt a multi-zonal approach, where regions use their dominant languages for Kindergarten to Primary 3 before transitioning to English at Primary 4.
- Align teacher training and postings with language needs to ensure that teachers can effectively communicate with their pupils.
- Invest in producing textbooks and digital resources in approved Ghanaian languages to support classroom instruction.
- Institutionalize regular reviews to assess progress and make adjustments based on classroom realities.
The Way Forward
The Ministry’s clarification has brought calm to a heated public discussion. It reaffirmed that English remains central to Ghana’s bilingual model, while also emphasizing the role of Ghanaian languages in strengthening early literacy. Yet, the broader question remains: How can we ensure that policy directives translate into practical results in the classroom?
The answer lies in developing a coherent, well-documented, and inclusive framework that provides clear direction to schools, respects linguistic diversity, and prioritizes learners’ understanding.
Until that happens, implementation will remain inconsistent and the debate over which Ghanaian language to use in the classroom will continue to echo across the nation.
WRITTEN BY:
WISDOM KOUDJO KLU,
EDUCATION SPECIALIST/ COLUMNIST,
GREATER ACCRA REGION,
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